Emotional Intelligence as Influencer between Academic and Achievement Motivation in College Students (original) (raw)
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Emotional Intelligence and Academic Achievement Motivation Among College Students
2018
The study is examined emotional intelligence and academic achievement motivation among college students. Emotional intelligence is the ability to sense and understand one’s own emotions, to express and regulate then appropriately and to use them in the process of decision making. The objectives of the study are finding out the relationship between emotional intelligence and academic achievement It also studies find out the relationship between emotional Intelligence and academic achievements of Science, Humanities and commerce group students. Researcher adopted convenience sample and selected five different General Degree college (Govt & Govt Aided) affiliated to West Bengal State University, from North Twenty-Four Parganas and total 100 college students were selected. The Standardised attitude scale was developed and standardized by the researcher was used for data collection. Suitable descriptive and inferential statistics was used for analysis of data. The result of study reveals...
International Journal of Movement Education and Social science, 2018
present research is conducted on under-graduate students to study the differences in emotional intelligence of under-graduate students having different levels of achievement motivation and to analyze the relationship of emotional intelligence with achievement motivation status of under-graduate students. For the purpose a sample of 400 (96 as High Achievement Motivation Group, 196 as Average Achievement Motivation Group and 108 as Low Achievement Motivation Group) under-graduate students was collected from the university of Kashmir and its affiliated colleges by using probability sampling techniques. The tools used for data collection were Achievement motivation scale developed by Muthee J.M and Immanuel Thomas (2009) and Emotional intelligence scale developed by Anukool Hyde, Sanjyot Pethe and Upindhar Dhar (2002). Data was analyzed with the help of one-way ANOVA and by using person’s correlation formula. Findings of the study revealed that achievement motivation status is significant predictor of emotional intelligence and there is significant positive correlation between emotional intelligence and achievement motivation status of under-graduate students.
Emotional Intelligence and Academic Achievement Motivation among Adolescents: A Relationship Study
Researchers World, 2013
ABSTRACTThe present paper is an attempt to examine relationship between emotional intelligence and academic achievement motivation. It also studies the emotional intelligence of students with high, average and low academic achievement motivation. Sample for the study includes 105 students (48 boys and 57 girls) of class XII of Patna. The data were analyzed with the help of product moment coefficients of correlation. The findings of the study reveal positive relationship between emotional intelligence and academic achievement motivation. The study also reveals that students with high, average and low academic achievement motivation differ from one another on emotional intelligence.Keywords: Emotional intelligence, Academic achievement motivation.INTRODUCTION:The rapid development of the era is challenging the adolescents to face the wave of globalization. Thus, the ability to control the emotions has become important for not carried away by the flow of negative and evil elements. A h...
STUDY OF DIFFERENCES IN EMOTIONAL INTELLIGENCE OF UG STUDENTS IN RELATION TO ACHIEVEMENT MOTIVATION
International Journal of Movement Education and Social Science ISSN (Print): 2278-0793 IJMESS Vol. 7 Issue 1 (March 2018), 2018
The present research is conducted on under-graduate students to study the differences in emotional intelligence of under-graduate students having different levels of achievement motivation and to analyze the relationship of emotional intelligence with achievement motivation status of under-graduate students. For the purpose a sample of 400 (96 as High Achievement Motivation Group, 196 as Average Achievement Motivation Group and 108 as Low Achievement Motivation Group) under-graduate students was collected from the university of Kashmir and its affiliated colleges by using probability sampling techniques. The tools used for data collection were Achievement motivation scale developed by Muthee J.M and Immanuel Thomas (2009) and Emotional intelligence scale developed by Anukool Hyde, Sanjyot Pethe and Upindhar Dhar (2002). Data was analyzed with the help of one-way ANOVA and by using person’s correlation formula. Findings of the study revealed that achievement motivation status is significant predictor of emotional intelligence and there is significant positive correlation between emotional intelligence and achievement motivation status of under-graduate students.
Effect of Emotional Intelligence and Motivation on Student Achievement
2017
The research objective was to determine the effect of Emotional Intelligence and Motivation on Student Achievement either in partial or simultaneousmanner. Respondents in this research were students of SMP Negeri 4 Lalan, Bumi Agung Villages, Musi Banyuasin Regency with magnitude of 135 students. Proportional Random Sampling method was applied to select respondents by using Slovin formula so that sample numbers was 56respondents. Data analysis was conducted by using double regression analysis technique. The results showed that that Emotional Intelligence (X1) and Motivation (X2) had simultaneous significant effect on Student Achievement of SMP Negeri 4 Lalan, Bumi Agung Villages with magnitude of 150,607 (sig. 0.000). Emotional Intelligence had more dominant effect on Student Achievement with magnitude of 8,905 (sig. 0.000) than that ofMotivation with magnitude of 4,130 (sig. 0.000). Therefore, Emotional Intelligence had significant effect on Student Achievement.
10. EFFECT OF EMOTIONAL INTELLIGENCE AND MOTIVATION ON STUDENT ACHIEVEMENT
Universitas Sriwijaya, 2016
The research objective was to determine the effect of Emotional Intelligence and Motivation on Student Achievement either in partial or simultaneous manner. Respondents in this research were students of SMP Negeri 4 Lalan, Bumi Agung Villages, Musi Banyuasin Regency with magnitude of 135 students. Proportional Random Sampling method was applied to select respondents by using Slovin formula so that sample numbers was 56 respondents. Data analysis was conducted by using double regression analysis technique. The results showed that that Emotional Intelligence (X1) and Motivation (X2) had simultaneous significant effect on Student Achievement of SMP Negeri 4 Lalan, Bumi Agung Villages with magnitude of 150,607 (sig. 0.000). Emotional Intelligence had more dominant effect on Student Achievement with magnitude of 8,905 (sig. 0.000) than that of Motivation with magnitude of 4,130 (sig. 0.000). Therefore, Emotional Intelligence had significant effect on Student Achievement.
Background: According to Behnke (2009), emotional intelligence directly influences motivation. The present study aims to know the significant difference in emotional intelligence and achievement motivation concerning their gender, grade, and stream of education; and the significant relationship between emotional intelligence and achievement motivation among higher secondary school students in Paschim Medinipur district. Methods and Materials: This is a cross sectional survey study. 200 (100 boys and 100 girls) higher secondary school students (age mean 17.38 and SD 0.99) from two blocks i.e., Sabang and Pingla in Paschim Medinipur District randomly selected. One information sheet and two scales are used for data collection. The emotional Intelligence Scalewas developed by A. K. Singh and Shruti Narain, and culturally adopted by Ghorai and Mohakud (2016), and the achievement motivation Scale was developed by Prof. Pratibha Deo and Dr. Asha Mohan, and the Bengali version was adopted by Pakira and Mohakud (2017). After the test of Data Normality, Data was analysed through the SPSS 20 version with descriptive statistics viz. Mean and Standard Deviation and inferential statistics testing hypotheses applied t-test and Pearson correlation (r). Results: Results Show that emotional intelligence is not significantly differentamong higher secondary school students concerning their gender, grade, and stream of education. There is no significant difference exists in the achievement motivation concerning their gender and grade buta significant difference exists in the achievement motivation concerning their stream of education among higher secondary school students in Paschim Medinipur District.A positively moderate and significant correlation exists between emotional intelligence and achievement motivationamong higher secondary school students in Paschim Medinipur district. Conclusion: Higher secondary school students should be able to freely express their emotions, opinions, ask questions, and explore their inner needs in a welcoming and unrestricted environment both at home and at school. This will help them become more adept at emotional intelligence and achievement motivation as students.
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
Emotional Intelligence and Achievement Motivation among College Students
International Journal of Trend in Scientific Research and Development (IJTSRD), 2020
AIM: Emotional intelligence is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth(Mayer & Salovey, 1997).Achievement Motivation typically refers to the level of one's motivation to engage in achievement behavior based on such parameters as need for achievement, expectancy for success, and the incentive value of success(Jackson, Ahmed & amp; Heapy, 1976). The present study is aimed to investigate emotional Intelligence and achievement motivation among college students. METHOD: The study was done on 100 College students out of 50 males and 50 females were selected through purposive sampling technique. Emotional Intelligence quotient scale (Dr Dalip singh Dr NK Chadha, 2003) and Ray's Achievement Motivation scale (John Ray, 1990) were used to collect data. Data were analyzed by using mean, S. D, independent sample t-test, pearson product moment correlation RESULT: Results of study showed that there is no significant difference in the level of Emotional Intelligence among college students across their gender. There is no significant difference in the Achievement motivation among college students based on their gender. There is no significant relationship between Emotional intelligence and Achievement motivation among college students.
isara solutions, 2021
supported that performance and results of the students depends on how well they are able to manage emotions and mind. So the study is mainly concerned with analysis of the Emotional Intelligence of students and its relation with academic performance. The objective of the study is to find the level of Emotional Intelligence of the students; to find the difference in EI levels of students with respect to their demographic like: gender, age and residential area and relation of Emotional Intelligence (EI) of students with their academic achievement. Data of 100 students from MDU, rohtak was collected randomly using EI tool developed by Prof. Roquiya Zainuddin and Dr. Anjum Ahmed and then analyzed using t-test, ANOVA and Karl pearson's correlation. In analysis, a negative and insignificant relationship is found between EI and Academic achievements. Majority of the students are having average level of EI and EI has no significant relation with age, Gender or residential area.