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Emotional intelligence and academic achievement of school children.
Satish Kumar Kalhotra
Review of Research , 2012,
Abstract: In this research paper researcher tried to find out whether there is a relationship between emotional intelligence and academic achievement of school children who have not yet reached the adolescent age. The sample for the study consisted of 240 children (120 boys and 120 girls) of class 5th having age range 10-11 years from various schools of Jammu city (East). High and low achiever (60 boys and 60 girls in each) were differentiated based on their percentage in the last two consecutive examination results. In this study it is found that positive correlation between emotional intelligence & academic achievement of school children in all the four areas. It also seems that those children who have high emotional intelligence will also be high academic achievers. Girls are emotionally intelligent than boys. It may help them in perceiving assimilating, understanding and managing of emotions than boys
Academic Achievement in College: the Predictive Value of Subjective Evaluations of Intelligence and Academic Self-concept  [PDF]
Tatiana V. Kornilova
Psychology in Russia : State of Art , 2009,
Abstract: The study examined the relationship between self-, peer- and test-estimated intelligence, academic self-concept and academic achievement. Subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 40% of its variance. The obtained pattern of results is presented via SEM-model which accounts for 75% variance in the latent factor of academic achievement. Author suggests the importance of further studying complex sets of achievement predictors from ability, personality and mediating domains.
Marketplace Metacognition and Marketplace Social Intelligence
市场元认知和市场社会智力

Jiao Xuan,Chen Yiwen,
焦璇
,陈毅文

心理科学进展 , 2004,
Abstract: The research on marketplace metacognition and social intelligence is being one of the new trends on consumer behavior research. In this paper, first, there is a brief introduction of the concept and the developing context of marketplace metacognition and social intelligence. Next, the life-span development and domain-specific of marketplace metacognition and social intelligence is explained. Then, the application and the new progress on this field are introduced; meanwhile the guidance to the train of thought and the method of research is expatiated. Finally, the trend is evaluated and its impact on Chinese consumer psychology is prospected.
Intelligence And Self-concept As Co-relates Of Academic Achievement
Paramjeet Singh Bhadwal,Darshana Sharma
Indian Streams Research Journal , 2012,
Abstract: The main purpose of this study is to explore the correlation between intelligence and academic achievement, self-concept and academic achievement among high school students in Jammu city. Two hundred-fifty five students (ninth graders) participated in this study. 142 of whom were female students and 113 were male students. Pearson's Product Moment Coefficient of Correlation was employed for data analysis. Results indicated that there was significant positive relationship between the variables of Intelligence and academic achievement in case of boys and girls studying in secondary schools. Furthermore, there was significant negative relationship between the variables self-concept and academic achievement in case of boys and significant positive relationship between the variables of self-concept and academic achievement in case of girls. It was revealed that with the increase in the intelligence, the academic achievement also increases in case of boys as well as girls of secondary schools. However, the variables of self-concept and academic achievement are inversely related to each other in case of boys and positively related in case of girls.
Investigating Multiple Intelligence Fields of 11th Grade Students with Respect to Some Variables and Physics Achievement
Medine Baran,A. Kadir Maskan
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2011,
Abstract: The aim of this study was to investigate the relationship between students’ multiple intelligence fields and some variables (type of school, gender, financial state of the family, educational background of the parents, a computer available for use at home and the number of siblings), and the relationship between intelligence fields and students’ physics achievement. The study was carried out with students (n=327) attended to high school. In the study data was collected through Multiple Intelligences Scale, physics achievement scores and personal information questionnaire. Descriptive statistics, Independent samples t-test, Correlation analysis, Anova and Scheffe tests were used to analyze data. Analysis of the data revealed meaningful differences among the schools in multiple intelligence fields, positive correlations between physics achievement and intrapersonal and mathematic intelligence whereas negative correlations between physics achievement and bodily-kinesthetic intelligence. Moreever, significant differences were found in students’ multiple intelligence fields with respect to gender, parental education, financial state of family, availability of a computer at home.
乡镇小学生的数学焦虑与数学成绩:数学自我效能感和数学元认知的链式中介作用
Relationship between Math Anxiety and Mathematical Achievement in Township Pupils: The Chain Mediating Roles of Mathematical Self-efficacy and Metacognition
 [PDF]

张婕,黄碧娟,司继伟,官冬晓
- , 2018, DOI: 10.16187/j.cnki.issn1001-4918.2018.04.09
Abstract: 采用儿童数学焦虑量表、小学生数学学习自我效能感量表和小学生数学元认知问卷,对508名乡镇中、高年级小学生进行测量,并运用结构方程模型探讨数学焦虑影响数学成绩的内在作用机制。结果发现:(1)数学焦虑显著负向预测数学自我效能感、数学元认知和数学成绩,数学自我效能感显著正向预测数学元认知和数学成绩,数学元认知显著正向预测数学成绩;(2)在数学焦虑对数学成绩的预测中,数学自我效能感和数学元认知均发挥了部分中介作用;(3)数学自我效能感和数学元认知在数学焦虑和数学成绩之间起链式多重中介的作用。因此,数学焦虑除了直接作用于小学生的数学成绩,还可通过数学自我效能感或数学元认知间接影响数学成绩,而且可通过数学自我效能感进而通过数学元认知间接影响数学成绩。文章讨论了上述发现的理论及教育实践含义。
Numerous studies have focused on factors that affect math performance, and how to improve skills and strategies related to mathematics. Math anxiety, mathematical learning self-efficacy and metacognition are looked as individual factors relatively close to mathematical performances. The aim of the present study was to explore the potential mechanisms of the association between math anxiety and mathematical achievement. We hypothesized that mathematical self-efficacy and metacognition may mediate the relationship between math anxiety and mathematical achievement. 508 adolescents were recruited in township and completed Children's Math Anxiety Scale, Primary School Students' Mathematics Learning Self-Efficacy Scale, and Pupils Mathematical Metacognition Questionnaire. Based on social cognitive theory and suppression anxiety model, a multi-mediator model was constructed, and the mediating roles of mathematical self-efficacy and metacognition between math anxiety and mathematical achievement were analyzed by AMOS 17.0.The results showed that:(1) Math anxiety could negatively predict mathematical achievement; (2) Both metacognition and mathematical self-efficacy played partial mediating roles in the relationship between math anxiety and mathematical achievement; (3)Math anxiety affected mathematical achievement through the chain mediating roles of mathematical self-efficacy and metacognition. In summary, the above findings contribute to understand the complex mechanism between math anxiety and mathematical achievement. Mathematical self-efficacy and metacognition may be crucial factors in the link of math anxiety and mathematical achievement. Future research should be more comprehensive to explore the factors affecting mathematical achievements, and to further reveal the internal mechanisms.
The Effects Of Cooperative Learning Method Supported by Multiple Intelligence Theory on Elementary School 4th Grade Students’ Academics Achievement
Kas?m YILDIRIM
Journal of Kirsehir Education Faculty , 2006,
Abstract: In this experimental research, the effects of cooperative learning method supported by multiple intelligence theory on elementary 4th grade students’ academic achievement was investigated.The study, which lasted five weeks, was carried out at public school in the discrit of Yüreir-Adana in 2004-2005 academic year. The participants of the study were 46 students that They were divided in a experimental group and control group. For the purpose of thisstudy, the experimental group was instructed using cooperative learning method supported by multiple intelligence theory, whereas the control group was instructed utilizing the traditional teacher oriented method. The measurement instrument used in the study was mathematics achievement test. Mathematics achievement test was used as pretest and posttest to the experimantal and control group.Findings indicated that cooperative learning method supported by multiple intelligence theory instructional teaching has a more significant effect on academic achievement than the traditional teacher oriented method.
Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students  [PDF]
Hossein Jenaabadi, Razieh Shahidi, Abdolhamid Elhamifar, Hamideh Khademi
World Journal of Neuroscience (WJNS) , 2015, DOI: 10.4236/wjns.2015.54025
Abstract: The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.
Relating emotional intelligence to academic achievement among university students in Barbados  [PDF]
Grace A. Fayombo
International Journal of Emotional Education , 2012,
Abstract: This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.
The Effects of Cooperative Learning Within a Multiple Intelligence Framework on Academic Achievement and Retention in Maths
Kas?m YILDIRIM,Kamuran TARIM,Ayten ?FLAZO?LU
Journal of Theory and Practice in Education , 2006,
Abstract: This experimental research investigated the effects of the cooperative learning method supported by multiple intelligence theory on elementary 4th grade students’ academic achievement and retention in their maths course. The subjects of study consisted of 46 4th grade students from an elementary school in the Yüre ir district of Adana. For this research, a control group was taught using the whole class teaching technique and an experimental group was taught using the cooperative learning method supported by multiple intelligence theory. The study was carried out over seven weeks. The measurement instrument used in the study was a mathematics achievement test. This instrument was used as pre-test, post-test and retention test with the experimental and control groups. Furthermore, prior to the study TIMI was administered to all participants. In conclusion, it was found that there were differences in achievement between the experimental and control groups. From this result, it can be said that the cooperative learning method supported by multiple intelligence theory is more effective than the whole class teaching on achievement in mathematics. At the same time, it was found that there are no significant differences in their retention.
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