Emotional Intelligence of Korean Students and its Recent Research Trends (original) (raw)

Factor Structure of the Korean Version of Wong and Law's Emotional Intelligence Scale

Assessment, 2012

This study reports the factor structure of a Korean version of the 16-item Wong and Law Emotional Intelligence Scale (WLEIS) for a sample of 161 Korean university students. Confirmatory factor analysis supported the four-factor model of the WLEIS: (1) self-emotional appraisal, (2) others' emotional appraisal, (3) use of emotion, and (4) regulation of emotion. However, improvement of the model fit after removing three items suggests the need for future research on the crosscultural measurement invariance of the WLEIS.

The Impact of Emotional Intelligence Element on Academic Achievement

The purpose of this study is to examine the impact of the five emotional intellingence elements identified as self-awareness, emotional management, self motivation, empathy, interpersonal skills towards secondary school students' academic achievement. This study also aims to identify whether the five elements of emotional intelligence have been able to contribute to academic achievement. Statistical inference of the Pearson-r and multiple regression is used to analyze the data. The results showed that the significant relationship between self awareness (r = 0.21), emotional management (r = 0.21) and empathy (r = 0.21) at the level of p <0.05 with academic achievement. Multiple regression analysis (stepwise) result showed that only three elements of emotional intelligence which is self-awareness (ß = 0261), self motivation (ß =-0182) and empathy (ß = 0167) accounted for 8.7% of variation in criterion (academic achievement). Research also presented a model designed to reflect the relationship between the elements of emotional intelligence and academic achievement. These studies imply that the level of emotional intelligence contributes to and enhances the cognitive abilities in student. Thus, to produce a competent generation and successful country in line with the philosophy of education, persistence of the emotional intelligence in student is essential.

Influence of Emotional Intelligence on Students’ Academic Achievements

International Journal of Humanities and Social Science Research, 2016

Emotional aspects are very important in influencing the excellence of a student. Many past studies have proven that emotional intelligence affect academic achievement. Therefore, this study is aimed to identify students' emotional intelligence level and to what extent emotional intelligence influences students' academic achievement. A total of 406 people form 5 students from nine schools in Limbang District, Sarawak were involved in this study. Malaysia Intelligence Emotional Inventory - Teens (IKEM-R) was used to assess the level of students' emotional intelligence. A total of 49 items from this instrument was used to measure emotional intelligence of the respondents. Exploratory factor analysis and KMO value for pilot study is. 607, The result of the study show that all the emotional intelligence dimensions are at high level. Further, the results revealed that there is no significant influence of all the dimensions on academic achievement. Five research hypotheses were...

A Study of Emotional Intelligence in Relation to Academic Achievement of Senior Secondary Students

Emotional Intelligence appears to be a core ingredient that has wide-ranging benefits in learning, relationships, and wellness. We educate student with one main objective in mind that is their success or achievement which encompasses student's ability to perform in various school subjects. Thus, the purpose of this study is to find out the relationship of emotional intelligence and academic achievements among senior secondary students. The findings showed that there are significant gender differences in emotional intelligence and Academic achievement of senior secondary students. Emotional intelligence is significantly correlated with academic achievement. It is suggested that the emotional development aspect should be incorporated in our present educational system.

Aspects concerning the manifestation of the students’ emotional intelligence

Procedia - Social and Behavioral Sciences, 2010

In this study, we were proposed to investigate aspects concerning the manifestation of the students' emotional intelligence, namely the extent to which the adolescents possess a series of capacities proper to emotional intelligence. Wayne Leon Payne defines emotional intelligence as being the ability which implies a creative relation with states of anxiety, pain and desire. Emotion depends on the way a person analyzes and evaluates a certain situation. In order to determine the emotional intelligence quotient, it was used the Emotional Intelligence Test for adults, in the version adapted by M. Rocco from R. BarOn and D. Goleman. The personality dimensions were determined using the F.F.P.I. questionnaire (Five Factor Personality Inventory).

Emotional Intelligence on Students’ Learning Achievement in High School of Makassar, Indonesia

The objectives of this research to describe level of students’ emotional intelligence, learning achievement’s, and the influence of emotional intelligence on student learning achievements. This type of quantitative research consists of two variables of emotional intelligence as the independent variable and learning achievements of physics learning achievements as dependent on the ex-post facto method. Proportional cluster random sampling is a data collection method used to collect 135, a questionnaire instrument with a Likert scale to collect emotional intelligence data and a documentation format used to collect Physics learning achievements. The data obtained were analyzed by descriptive and inferential statistics. The conclusion of this study is that the emotional intelligence of students is in the moderate category with a presentation of 65% with a frequency of 88 students.

Investigation of Emotional Intelligence Level of University Students

European Journal of Physical Education and Sport Science, 2017

This study was conducted to compare the levels of emotional intelligence of first and fourth grade students at Aksaray University and Kirikkale University. The research group consisted of 369 university students attending coaching and teaching departments in Aksaray University Physical Education and Sports High School and Kirikkale University Sports Sciences Faculty. The Surveyed Schutte Emotional Intelligence Scale was used in the study. In the analysis of the data, arithmetic mean, standard deviation, ANOVA and t-test were used on the SPSS package program. As a result of the research, no significant difference was found between students' gender, place of residence variables and emotional intelligence levels (p>0.05). Significant differences were observed between the sub dimensions of emotional intelligence and the department, the class, and situations whether they were professional athletes (p<0.05). Article visualizations:

An Exploration of Emotional Intelligence Level of Students

2021

This study is conducted to find the different components of Emotional intelligence of the students of different department in University, Dharwad. Factor analysis was performed to determine the various factors affecting the intelligence of the students. The samples were collected through questionnaire. Fifteen observations were identified from the present literature and have been put to test to arrive at four different factors. The study satisfied sampling adequacy through KMO and Bartlett’s and concludes by categorising the homogeneous observations into the factors namely Self-awareness, self-control, self-regulation and Empathy.

The Impact of Emotional Intelligence on Student’s Academic Performance

International Journal of Accounting and Business Management, 2016

Emotional intelligence combines the important aspects of interpersonal and intrapersonal relationships, adaptability, moods and stress management skills, which have an effect on students' academic performance. Thus, this study was carried out with the aim of examining the impact of emotional intelligence on students' academic performance of information technology and business management students. The independent variable includes self-awareness, self-motivation, empathy, emotional management and interpersonal skills while the depended variable is academic performance. This research adopted descriptive and explanatory research design. It also employ the use of cross sectional survey method using a survey questionnaires that contains 40 items with Likert Scale (Disagree-1 and 5 for Agree). The sample of 123 students from FTMS College, Cyberjaya and Erican College were selected using convenient sampling. The data collected was analyzed using descriptive means and regression via SPSS19. The Pearson's correlation coefficients of the five dependent variables have significant positive correlation with students' academic performance. However, using the regress analysis only two variable were significant and they include; empathy and self-motivation. Hence, the study concluded that only the independent variable of empathy and motivation has a strong influence on academic performance of

The Interface of Emotional Intelligence and Academic Achievement among Iranian EFL Students

The objective of the study is to investigate the relationship between emotional intelligence (EI) and academic achievement of Iranian EFL students and also the contribution of each subscale of emotional intelligence to Iranian EFL students’ academic achievement. To this end 92 BA students of English Language and Literature and English Translation in the university of Sistan and Baluchestan were studied. 40 of the students were male and 52 of them were female. Participants’ EI was measured by means of a self-report questionnaire, in addition, their academic achievement was determined by their GPA. The relationship between the two variables was computed using Pearson’s correlation, additionally, multiple regression was used to find the contribution of different subscales of EI to students’ academic achievement. Results showed that there is a significant positive relationship between emotional intelligence and academic achievement among these students and emotionality was found to be the only subscale of EI significantly contributing to students’ academic achievement. By the way no difference was found between the EI of male and female participants.