Personality Traits And Emotional Intelligence As Predictors Of Learning English And Math

Homayouni, A.

doi:10.1016/j.sbspro.2011.10.163

Cited by 12 publications

(16 citation statements)

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“…On the other hand, there may be other factors that significantly influence student achievement and academic performance, in addition to the variables considered. Finally, in the future, comparative studies should be carried out between the different countries of the European Union in relation to the motivation, emotion, and metacognitive strategies of high school students in the areas of math and English, being able to introduce new variables such as emotional intelligence and critical thinking, because those factors infer on the performance and motivation according to different studies (Homayouni, 2011;Galla and Wood, 2012).…”

Section: Discussionmentioning

confidence: 99%

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

et al. 2020

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According to various studies and the Cambridge University Student Barometer, Spanish students have the worst academic results in mathematics and English among the European Union countries. The objective of this study has been to analyze the influence of the teacher on motivation, positive emotions, metacognition strategies, and the academic performance of the students in those classes. We analyzed responses from 604 students of English and 547 students of mathematics, aged between 13 and 19 years. The teacher plays a relevant role in the motivation and emotions generated in the students, issues that determine decision making in the students' learning and academic performance.

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Section: Discussionmentioning

confidence: 99%

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

et al. 2020

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“…Educators and psychologists have given special attention to the relationship between personality characteristics, learning and academic performance. As stated in several studies, the learning of mathematics is related to personality traits and these are considered as predictors of students' mathematical ability (Homayouni, 2011;Clearly, Breen and O'Shea, 2010;Tariq et al, 2013;Zimmerman, Bandura, and Martinez-Pons, 1992). The socio-cognitive aspects are considered the most important in the process of teaching and learning (Homayouni, 2011).…”

Section: Mathematics Learning Factorsmentioning

confidence: 99%

“…As stated in several studies, the learning of mathematics is related to personality traits and these are considered as predictors of students' mathematical ability (Homayouni, 2011;Clearly, Breen and O'Shea, 2010;Tariq et al, 2013;Zimmerman, Bandura, and Martinez-Pons, 1992). The socio-cognitive aspects are considered the most important in the process of teaching and learning (Homayouni, 2011). Students' attitudes towards mathematics can generate positive or negative emotional responses in certain situations and are an indicator of success in this discipline.…”

Section: Mathematics Learning Factorsmentioning

confidence: 99%

Self-efficacy, mathematics’ anxiety and perceived importance: an empirical study with Portuguese engineering students

Alves

Rodrigues

Rocha

et al. 2015

European Journal of Engineering Education

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The accomplishment in mathematics has gained attention from educators and arises as an emerging field of study, including in engineering education.However, in Portugal there is still incipient research in the area so it is high time to explore factors that might enlighten the gap in the study of the relationship between Portuguese engineering students and the learning of mathematics. The main purpose of this study is to explore three factors identified in the literature as influencing the learning of mathematical concepts -self-efficacy, anxiety towards mathematics and perceived importance of mathematics -and search for differences by gender and by type of engineering course, a dimension not much reported in the literature but which revealed important in team´s previous research. Based on a sample of 140 undergraduate students of different engineering courses from University of Minho, results only identify differences in the type of course and not in gender. These results constitute a contribution and open new paths for future research in the engineering education.

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“…Utilizando un diseño cuasiexperimental (pre y post test), logró establecer -tras la aplicación de ambos métodos de enseñanza aprendizaje-que el rendimiento en matemáticas para estudiantes expuestos al modelo basado en las inteligencias múltiples mostró un incremento considerable en comparación con el rendimiento del otro grupo que recibió una enseñanza de tipo directo. Existen también experiencias similares en aprendizajes de idioma (Homayouni, 2011), la música (Coban y Dubazb, 2011) o habilidades motricez (Saleh, 2010).…”

Section: Evidencias De Algunas Potenciales Consecuencias De Las Conceunclassified

¿Talento o talentos?: Concepciones de excepcionalidad intelectual y algunas de sus implicancias en el proceso educativo

Barraza-López¹

2015

Rev. Electr. Educare

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Recibido 18 de diciembre de 2014 • Corregido 8 de julio de 2015 • Aceptado 31 de julio de 2015Resumen. El presente ensayo pone de relieve la valoración que en la práctica hace el sistema educacional respecto al talento académico, dejando en un segundo plano otras formas de talento tales como las descritas en la teoría de las inteligencias múltiples o la inteligencia emocional. El objetivo de este trabajo es exponer distintas concepciones de talento que subyacen y coexisten en la educación a distintos niveles, evidenciando algunas de las potenciales implicancias que estas pudieran tener en la práctica educativa y el logro de aprendizajes del estudiantado. En este sentido, la emergencia de cuerpos teóricos recientes como la teoría de las inteligencias múltiples de Gardner (2001), la teoría de la inteligencia emocional de Mayer y Salovey (1997), ha puesto en cuestionamiento las concepciones tradicionales de inteligencia, que han influido en el concepto y la práctica que el profesorado tiene respecto a una educación formal exitosa, todo lo cual tiende a aumentar la brecha entre "inteligentes" y "normales", perpetuando la cultura de segregación por la vía académica. A partir de ello, se propone la necesidad de incluir las distintas habilidades y talentos que el alumnado posee, en la planificación y evaluación del proceso de enseñanza-aprendizaje, así como también potenciar la formación del profesorado en metodologías didácticas y evaluativas que permitan realizar esta integración. Se enuncian algunas metodologías evaluativas y de trabajo en aula que responden a este derrotero; no obstante, se establece la necesidad de desarrollar, sistematizar y validar una gama más amplia de metodologías de enseñanza-aprendizaje susceptibles de ser transmisibles al cuerpo docente, a fin de transitar paulatinamente a una educación más inclusiva y de mayor calidad.Palabras claves. Talento académico, múltiples talentos, evaluación de aprendizajes.

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Personality Traits And Emotional Intelligence As Predictors Of Learning English And Math

Cited by 12 publications

References 10 publications

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

Self-efficacy, mathematics’ anxiety and perceived importance: an empirical study with Portuguese engineering students

¿Talento o talentos?: Concepciones de excepcionalidad intelectual y algunas de sus implicancias en el proceso educativo

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