Table 7
Source publication
This research studied the emotional intelligence levels of university students in the context of emotional intelligence extents; the difference in terms of demographic qualities of students and the majors they study and the relationship between emotional intelligence of students and their academic achievements. For this purpose, a questionnaire was...
Context in source publication
Context 1
... linear regression analysis was conducted is order to reveal the relationship between emotional intelligence of students and their academic achievements at the school. Analysis concluded that there is a significant (p=,000) relationship between the factors of emotional intelligence and academic achievement and that almost 11 % of the change in academic success can be explained with emotional intelligence (Table 7). Among factors, wellbeing is the one most influential on academic success (β=,174, p=,002). ...
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Citations
... He also defines a person's potential ability to acquire practical skills based on self-awareness, motivation, selfdirection, empathy, and good relationships with other people (Goleman, 2007). According to Yelkikalan et al., 2012), its level increases with age. This is because it is largely acquired and thus develops throughout life through experience (Goleman, 2007). ...
... This is because it is largely acquired and thus develops throughout life through experience (Goleman, 2007). Emotional intelligence affects task performance as well as achievement (including academic performance (Yelkikalan et al., 2012). ...
... Like emotional intelligence, social competencies are also developed to a large extent through social activity, and contacts with other people and are correlated with each other. The connection of emotional intelligence with self-awareness, selfcontrol, motivation, empathy, social skills, and communication skills causes its direct impact on the effectiveness and efficiency of the performance of tasks (Podolchak, Prokopyshyn-Rashkevych and Karkovska, 2019;Yelkikalan et al., 2012). However, to date, there are no scientific works that would assess the degree of impact of COVID-19 on the level of emotional intelligence and, therefore, the model of levels of emotional intelligence. ...
In the contemporary context of global crises, such as the COVID-19 pandemic and the Russian-Ukrainian conflict, public servants' efficacy in managing natural resources critically depends on their emotional intelligence (EI). This study examines the critical role of EI in public servants managing natural resources during the COVID-19 pandemic and the Russian-Ukrainian conflict. These crises underscore the necessity of understanding public servants' emotional resilience, anxiety levels, and social competence to enhance their effectiveness and adaptability. The research explores whether public servants can be categorized into more than three typologies of EI development. It hypothesizes four distinct types: “Child”, “Student/Pupil”, “Specialist/Worker”, and “Professional/Manager” characterized by unique combinations of emotional intelligence, anxiety, and social competence. A structured survey was administered on 150 public servants across Ukraine via Google Forms, covering demographic and professional variables. A refined sample of 30 participants, balanced by gender, geographic region, and service category, was subjected to cluster analysis. The findings revealed clear distinctions among the proposed typologies. The “Child” type represents individuals with low EI, high anxiety, and limited social competence, while the “Professional/Manager” type includes those with advanced EI, minimal anxiety, and strong social skills. Intermediate types, “Student/Pupil” and “Specialist/Worker,” exhibit developmental trajectories toward higher emotional intelligence and professional competence. This typology provides a practical framework for designing tailored interventions aimed at improving the emotional intelligence of public servants. Recommended strategies include stress management techniques, mentoring, and continuous professional development programs. This study offers a novel approach to understanding and addressing the emotional and professional needs of public servants during periods of uncertainty.
... Iinteligjenca emocionale dhe arritjet akademike Malekari dhe Mohanty, në vitin 2011 (19) kanë kryer një studim dhe kanë parë se si inteligjenca emocionale ka ndikime të rëndësishme klinike dhe terapeutike, pasi kërkimet tregojnë se inteligjenca emocionale ndikon në atë se si njerëzit vlerësojnë, komunikojnë dhe përdorin emocionet e tyre. Parker dhe të tjerë në vitin 2005 (20) shqyrtojnë ndikimin e inteligjencës emocionale në tranzicionin e suksesshëm nga niveli i shkollës së mesme në nivelin universitar. Rezultatet e studimit të tyre zbuluan se studentët e suksesshëm akademikë kishin nivele të larta të kompetencave të ndryshme emocionale dhe sociale. ...
Qëllimi i studimit është të shqyrtojë marrëdhënien e inteligjencës emocionale me arritjet akademike. Në vitet e fundit janë realizuar shumë kërkime mbi inteligjencën emocionale. Është zbuluar se inteligjenca emocionale ka një ndikim të rëndësishëm në jetën e njeriut.
... As Figure 2 presents, four out of the first five skills are problem-solving skills, the sixth top skill is related to working with people and two-two skills are grouped under technology use and development and self-management, respectively. There are several research studies examining students' perceptions of current skills studying at various faculties (Yelkikalan, Hacioglu, Kiray, Ezilmez, Soylemezoglu, Cetin et al., 2012). Yelikalan et al. in their research have not found any significant differences between students' perception of emotional intelligence apart from sociability. ...
The purpose of the study is to examine how Industry 4.0, and the digital environment, have together created a new situation for companies and universities in terms of soft skills for employability. While companies aim to introduce a new structure, universities try to align with these changes by developing new educational methods, curricula, and models. Many researches are focusing on - rightfully so - Industry 4.0 skills and competences to gain throughout higher education. However, we have shifted our research interest and asked students to what degree their university years added to their knowledge, self-management and skills. 147 engineering and technical manager students’ responses from two faculties at Óbuda University, Hungary were analyzed to see their evaluations of the role of the university in the framework of Education 4.0, and their chances in the job market. Quantitative and CHAID analyses were used. Students’ responses show significant differences between the two faculties regarding languages, teamwork, self-management and in the different order of the skills seen as most paramount to employability. Engineering students attach greater importance to field-relevant knowledge, while technical manager students find decision-making more useful. The research proved that Education 4.0 is here and Z generation studying at universities prefers problem-based learning, including creativity, analytical, and critical thinking while would like to have good communication skills. Universities need to adapt to these changes and integrate hard as well as soft skills development in tutoring. The importance of technical-IT knowledge is just as important as having interpersonal skills, excellence in problem-solving, so students need to be taught how to analyze problems, engage in scientific debate, or express themselves clearly as previous literature indicated.
... The urgency of emotional intelligence cannot be underestimated. Emotional intelligence is also a determinant of one's success in addition to intellectual intelligence (Yelkikalan et al., 2014). Emotional intelligence is also needed to achieve a desired goal, including learning (Sherry, 2016). ...
Kecerdasan emosional dan berpikir logis matematis merupakan dua aspek penting dalam pembelajaran matematika. Penelitian kualitatif ini bertujuan untuk menganalisis kemampuan berpikir logis matematis siswa trigonometri ditinjau dari kecerdasan emosional. Data dikumpulkan menggunakan skala kecerdasan emosional, tes berpikir logis matematis, dan pedoman wawancara. Partisipan penelitian ini adalah siswa kelas XI IPA-2 sebuah madrasah aliyah di Kabupaten Bantul. Kelas tersebut dipilih karena berdasarkan informasi yang diperoleh dari guru, siswa di kelas tersebut terdiri dari siswa dengan berbagai karakteristik kemapuan matematis. Pengumpulan data diawali dengan pengambilan data skala kecerdasan emosional, dilanjutkan dengan memberikan tes, dan setelahnya dilakukan pengambilan data melalui wawancara. Adapun tahap analisis data pada penelitian ini adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir logis matematis berdasarkan tingkat kecerdasan emosional siswa. Perbedaan yang dimaksud adalah dua atau lebih siswa yang masing-masing berasal dari tingkat kecerdasan emosional yang berbeda memiliki perbedaan pula dalam kemampuan berpikir logis matematis. Penelitian ini dapat dijadikan sebagai salah satu referensi untuk penelitian berikutnya yang serupa. Selain itu apabila guru hendak memilih strategi pembelajaran matematika untuk meningkatkan kemampuan berpikir logis matematis berdasarkan tingkat kecerdasan emosional siswa, maka penelitian ini juga dapat dijadikan sebagai referensi.
... The evidence regarding the relationship between TEI and academic achievement is not straightforward. While there are a number of studies that found a positive, statistically significant association between the two [18,41,[43][44][45][46], others failed to do so [45,47], while one study found mixed patterns [48]. In one study that failed to find a relationship, out of the 193 undergraduate students, those who were in a mid-range GPA had a higher "well-being" factor score than students in a higher and lower range GPA. ...
Objective
The present study examined the relationship of the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and academic achievement (GPA). Analyses were performed using a sample of Saudi-origin medical rehabilitation undergraduate students (N = 130). The present study examined the psychometric properties of the Chinese version of the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF). Analyses were performed using a sample of undergraduates (N = 585) recruited from four universities across China.
Methods
One hundred thirty medical rehabilitation students completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Descriptive and inferential statistical analyses were carried out to elucidate relationships (or the lack of the same) between various variables.
Results
Whole sample alpha coefficient value for global trait EI was 0.84, while the same for trait EI factors ranged from 0.51 to 0.76. Global Trait EI was found higher in males than in females (Female students median score: 17 ± 2.56 VS Male students median score: 18 ± 3.67; U: 1667, p 0.04). A positive and statistically significant relationship was found between Well-being and the three other factors (with Self-control [r(128), 0.413, p 0.01]; with Emotionality [r(128), 0.518, p 0.01], with Sociability [r(128), 0.490, p 0.01]). Sociability was found to have a similar positive relationship with Self-control [r(128), 0.239, p 0.05] and Emotionality [r(128), 0.490, p 0.01] respectively. Furthermore, GPA was found to have a negative (not statistically significant) relation with Sociability. Overall, there was no association found between trait EI and GPA.
Conclusions
The present study is one of two studies that has investigated the train EI-academic achievement link in healthcare-related students. Our findings resonate with existing literature on the subject.
... It can be a contribution to a perspective that would provide valuable insight for understanding the emotional problems in their academic achievements. Numerous studies have been conducted to seek the relationship and predictors of study variables (Bunyaan, Tan & Loo, 2015;Chen & Lai, 2015;Judge & Arora, 2017;Kolachina, 2014;Noor & Hanafi, 2017 Asgari, 2016;Upadhyaya, 2013;Yelkikalan, Gungor, Kiray, & Cetin, 2014). But in the current study emotional intelligence has been highlighted as a mediator between personality traits and academic achievements of the students in the Pakistani context to seek its importance in students" life success. ...
This research investigated the mediating role of emotional intelligence between personality traits and academic achievements among undergraduate students in Pakistan. A sample was comprised of 150 undergraduate college students (boys = 74, girls = 76) having age range 18-24 as boys (M = 21.09, SD = 1.41) and girls (M = 20.18, SD = .71). The data was collected from Queen Mary College, Lahore, and Govt. G.C. University Lahore by using a convenient sampling technique. Big Five Inventory (John & Srivastava, 1999), Trait Emotional Intelligence Questionnaire-Short Form (Petrides & Furnham, 2003), and student's Cumulative Grade Point Average (CGPA) were used as measures. Mediated hierarchical regression revealed that after controlling the effects of emotional intelligence (the Mediator) the personality traits (extroversion, agreeableness, and openness) not significantly predict academic achievements which indicate full mediation. Implications of the findings were discussed for family/home; educational settings, policy makers’ counselors, and clinical psychologists’ guidance in the context of Pakistani culture.
... This could be due to be effective leaders need high degree of emotional intelligence. However, this finding was inconsistent with the study by Nazan (2013) [32] and Moawed, et al (2017) [31] who shows that more than two thirds (80%) of the sample got total score of emotional intelligence. In addition, students in 2-year bridging program with previous working experience showed higher EI than 4 years bachelor and Master students. ...
... However, contradictory findings have also been reported. Few studies have shown that males have better emotional intelligence as compared to females (Yelkikalan et al., 2012) whereas; still others have failed to find any gender difference in EI (Sanchez-Ruiz et al., 2010). Considering the fact that in the current sample, number of male participants far exceeded those of female participants, it raises the possibility that part of the findings was influenced by this characteristic. ...
... The sociability factor of trait EI scale is a combination of emotion management, assertiveness and social awareness traits and the lower sociability scores in these students suggest that they were less confident in dealing with diverse sorts of people, were shy and reserved and felt less comfortable in social contexts as compared to other participants (Petrides & Furnham, 2001). Earlier researches have also has shown that EI in students, particularly wellbeing and sociability factors are significantly associated with social and cultural environment of the place they are born and brought up in (Yelkikalan et al., 2012). Our study lends also supports this notion that, EI is not only influenced by the personal characteristics of a person such as gender but is affected by the environmental factors as well. ...
... This study shows that more than two thirds (80%) of the sample got total score of emotional intelligence. This results was similar to the results by Nazan Y (2013) (29) . He studied the emotional inelegance characteristics of the students studying at various faculties and colleges of the universities. ...
Emotional intelligence has a great effect on the quality of learning and application of the learned knowledge in practice. The aim of the current study is to compare the nursing students, emotional intelligence skills between Riyadh (Saudi Arabia) and Tanta (Egypt), A comparative study design was used for the current study ,Data was collected from two settings Namely King Saudi University (Riyadh) and Tanta University (Egypt) ,The subject of this study was composed of 400 students who chosen by a convenience sample from previous mentioned settings to ensure representativeness ,One tool was used to collect data for the current study, It consisted of two parts : part one A Socio-demographic and Academic Data Questionnaire: Part two ,Emotional intelligence scale to assess the students' emotional inelegance which is a 33-item scale. The results of this study revealed that there was a high statistical significant difference between Tanta and Riyadh students regarding their emotional intelligent mean score in several items. In addition to statistically significant positive relationship between total emotional intelligence and scores mother's education and family incomes (p = 0.004 and p = 0.034 respectively) for Tanta students. The study concluded: the Riyadh student got high total emotional intelligence scores compared to Tanta students. Recommendation: Based on the results of this study we recommend that emotional intelligence concept should be incorporated into the nursing curriculum in order to promote growth of the student' emotional intelligence abilities needed to work with patients in different clinical settings.
... It is determined in several studies that individual characteristics (age, sex and etc.) make an effect on the emotional intelligence levels of persons (Yelkikalan et. al., 2012;Ergin, 2000;Börekçi, 2002;Taşkın, Taşğın, Başaran and Taşkın, 2010;Yarmohammadi and Taghibigloo, 2013;Özdenk, 2015;Karademir et. al., 2010). However, it is observed, in the studies conducted, that different results are obtained and therefore, that it is difficult to generalise results. ...
... Bireysel özelliklerin (yaş, cinsiyet, vs ) kişilerin duygusal zeka düzeyleri üzerine etkiye sahip olduğu yapılan birçok araştırmada belirtilmektedir (Yelkikalan ve ark., 2012;Ergin, 2000;Börekçi, Turkish Studies Volume 13/18, Summer 2018 2002; Taşkın, Taşğın, Başaran ve Taşkın, 2010;Yarmohammadi ve Taghibigloo, 2013;Özdenk,2015;Karademir ve ark., 2010). Ancak yürütülen araştırmalarda farklı sonuçların ortaya çıktığı ve bu nedenle sonuçların genellenmesinin zor olduğu görülmektedir. ...
This study examined the relationship between emotional intelligence and perceived stress in university students. When the findings of the study were examined, the average of the students' intelligence scale was calculated as 63.36 ± 13.80. Other studies have similar results. Similar scores were calculated in a study conducted in health college students and adolescents in our country. There was no significant difference between emotional intelligence and perceived stress. It was determined that students who participated in the research had higher stress scores perceived by the age group of 19 and the other age groups. It is thought that there is more strase exposure in the first years of university. In order to reduce the perceived stress, it is appropriate for the students to be involved in the course curriculum such as stress management and stress management, or to hold relevant seminars or meetings during the training period.
