Investigating the Mediating Role of Learning Strategies (Cognitive and Metacognitive) between Emotional Intelligence and Academic Performance among Students of Smart and Ordinary School

Abstract

Education system is efficient and successful when the academic achievement of students in different periods shows highest and lowest numbers. Smart schools are an environment that has the potential necessary to accomplish this goal. However, academic performance is affected by many variables. The aim of this study was investigating the mediating role of learning strategies (cognitive and metacognitive) between emotional intelligence and academic performance among students of smart and ordinary school. The study in term of method is predictive-correlational. The population in this study consisted of all high school students in Tehran using multi-stage cluster sampling 583 students were selected as sample. The results showed that the direct and indirect effect of emotional intelligence and achievement motivation on students 'academic performance is significant. The direct and indirect effect of emotional intelligence and achievement motivation on students' academic performance in smart schools is significantly higher than its impact on the academic performance of students in ordinary schools. The role of smart schools in important variables such as emotional intelligence, achievement motivation and academic performance makes the role of smart schools brighter and stronger. Using and applying smart and updated technology, on the one hand, improve the teaching-learning in teachers and students, the teachers and students to use the World Wide Web can upgrade their academic level and the development of the country. The results indicate the usefulness to policymakers in the field of education.

The Classroom Climate, Students’ Mathematics Achievement, Students’ Knowledge of Cognition and Regulation Cognition: A Mediation Analysis

“…This shows that only certain components in classroom climate are influenced by knowledge of cognition. Thus, the findings of the current study regarding student cohesiveness contradict the result of Sadipour et al (2017) andWentzel et al (2018). More specifically, student with positive emotion tends to participate and interact with other students in the classroom, affect the use of learning strategies such as metacognitive strategies and lead to the improvement of students' academic performance.…”

“…Literature has shown that knowledge of cognition serves as a mediator in many different contexts related to learning outcomes, including students' academic achievement. Sadipour et al (2017) study on the mediation effect of metacognitive learning strategies found that metacognitive learning strategies mediate the relationship between emotional intelligence which is connected to the students' positive emotion and students' academic performance. Based on structural equation modelling (SEM) results, it was concluded that the psychological aspects have affected students' approach to learning strategies such as metacognitive and this leads to effective learning and thus improve students' academic performance.…”

Structural Equation Modelling in Investigating the Role of Academic Motivation upon Academic Achievement

“…The findings implied that academic motivation, emotional expression, and conscientiousness were the determinants of undergraduate students' academic achievement. This finding coincided with previous findings by De Feyter et al (2012);Hazrati-Viari et al (2012); Mammadov et al (2021); Mega et al (2014); Nazim and Ahmad (2013); Ning and Downing (2012);Önder et al (2014); Sadipour et al (2017); Tam et al (2021); Trigueros et al (2019);Tripathi et al (2018); Xu and Wu (2017) found that academic motivation were the significant factors of students' academic achievement.…”

“…Previous research by Sadipour et al (2017); Khan (2019) discovered that EI significantly impacted student accomplishment. Aghamohammadi and Asgari (2016); Iqbal et al (2021); Marjanović et al (2021); Okwuduba et al (2019) found that some dimensions of emotional intelligence contributed to student achievement.…”

“…Prior research has found that academic motivation is an influential factor that affects student achievement (De Feyter et al, 2012;Hazrati-Viari et al, 2012;Mammadov et al, 2021;Mega et al, 2014;Nazim and Ahmad, 2013;Ning and Downing, 2012;Önder et al, 2014;Sadipour et al, 2017;Tam et al, 2021;Trigueros et al, 2019;Tripathi et al, 2018;Xu and Wu, 2017). These findings suggested increased student motivation is associated with better educational outcomes (Tam et al, 2021).…”