Relating emotional intelligence to academic achievement among some psychology students in the University of the West Indies, Barbados

Fayombo, Grace A.

doi:10.1037/e734362011-095

Cited by 11 publications

(28 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on the differences between the results of the previous studies related to the subject of the study and the recommendations made by some recent studies (Meshack, 2015;Fayombo, 2015;Yaqoob et al, 2016), which pointed to the need for conducting further studies on learning patterns in different stages and educational environments. This study aims to identify the cognitive learning patterns (VAK) preferred by students who completed secondary school, and their impact on their achievement in physics, and compare the results obtained through this study with the results of previous studies concerning this area, in order to give an opportunity to learn for all students according to their preferred learning styles.…”

Section: Research Problemmentioning

confidence: 93%

“…It classifies learners into three sections (auditory, visual, and kinesthetic); Visual style in learning: Its author depends on learning through visual perception and visual memory; he/she learns better by seeing educational material, such as drawings and shapes, directly or through projectors, and using actions such as "show me" or "let me see" as he learns; the auditory style is a pattern that depends on the auditory perception of the subject by listening to the teaching material: lectures, discussions, oral dialogues, and using actions such as "tell me" through learning, while the kinesthetic style depends on practical tactile perception, learning ideas and meanings through practice, experience and discovery, modeling, experimenting and motor activities, and it uses actions such as "let me try" or "how to feel" through learning, since this style is adopted in the present study. A study conducted by Miller (2001) found that 29% of all students in primary and secondary schools learn through visual style , 34% learn through auditory style, and 37% learn better through kinesthetic style (Fleming & Bonwell, 2002;Fayombo, 2015).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…As shown by the previous classifications of learning patterns, and based on research and studies that have demonstrated the importance of attention to these patterns to provide better learning opportunities in university education (Yaqoob et al, 2016;Al-Nazeer, 2015;Ghafari et al, 2013). Or in the general education stages (Fayombo, 2015;Vaishnav, 2013;Miller, 2001), this is achieved through training and encouraging teacher to depend on the diversify of educational strategies, methods and activities to suit their students' preferred learning patterns and to help them learn better according to these patterns to overcome their learning difficulties, develop their abilities and raise their academic level, and improve their attitudes towards learning.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

Preferred Cognitive Learning Patterns (VAK) Among Secondary Students Admitted to King Saud University and its Effect on their Academic Achievement in Physics

Almomani¹

2019

IES

View full text Add to dashboard Cite

The aim of this study was to determine the preferred cognitive learning patterns among secondary students and their effect on their achievement in physics. To achieve the objective of the study, the researcher designed a scale of cognitive learning patterns (VAK) that consisted of (16) items, and after verifying its validity and reliability, it was applied to the sample of the study that consisted of (628) students randomly selected from the study population composed of secondary students admitted to King University Saud for the academic year 2017-2018. The results showed that there were statistically significant differences between the types of learning patterns preferred by students, that the majority of students preferred the visual pattern, followed by those who preferred the auditory pattern, while the kinesthetic pattern was the least favored by the students. The results also showed statistically significant differences in the learning patterns preferred by students attributed to the gender variable. It showed that males prefer the auditory pattern more than females, while females preferred the visual pattern more than males. There were no gender differences in their preference for the kinesthetic pattern. Moreover, Results related to the effect of the learning pattern on achievement showed a statistically significant effect of learning patterns on students’ achievement in physics. It showed that the students who preferred the kinesthetic pattern are those who had the highest academic achievements, followed by the students who preferred the visual pattern, while the students who preferred the audio pattern were the least achievable students. Based on these results, the study recommended that teachers should be encouraged to diversify the strategies and methods of university teaching to suit the learning styles preferred by their students, especially the new students, to motivate them to learn in the university environment and to provide the training needs and requirements necessary to enable them to take into consideration the individual differences among their students when they identify educational goals, content, methods, and strategies.

show abstract

Section: Research Problemmentioning

confidence: 93%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Preferred Cognitive Learning Patterns (VAK) Among Secondary Students Admitted to King Saud University and its Effect on their Academic Achievement in Physics

Almomani¹

2019

IES

View full text Add to dashboard Cite

show abstract

“…He found a positive relationship between emotional intelligence and academic achievement of students. Fayombo's (2012), study was conducted to investigate the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard's (2001) Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity.…”

Section: Adjustment and Academic Performancementioning

confidence: 99%

Emotional Intelligence (EI), Adjustment And Academic Performance Among Asasipintar Students

Muda¹,

Adelib²

2019

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

Emotional intelligence (EI) is the capability of individuals to recognize their own, and other people's emotions, to discern between different feelings and label them appropriately, to use emotional information to guide thinking and behaviour, and to manage and/or adjust emotions to adapt environments or achieve one's goals. Adjustment can be defined as a process of altering one's behaviour to reach a harmonious relationship with their environment. This study is conducted to find out (1) level of Emotional Intelligence,(2) Level of Adjustment, (3) the relationship between (a) emotional intelligence and adjustment; (b) emotional Intelligence and academic performance; and (c) adjustment and academic performance among ASASIpintar student. A sample of 105 both boys and girls were collected from ASASIpintar, UKM by random sampling technique. This study is conducted in The National Gifted Centre, UKM. Student Adaptation to College (SATC), and Emotional Intelligence Questionnaire by Belinda, and Semester 1 results of ASASIpintar student is used to collect data. Result of this study is there will be a significant relationship between emotional intelligence and adjustment. Level of Emotional Intelligence and Adjustment of Asasi Pintar Student is high.

show abstract

“…This means, study programs have to be characterized by empathy of scholars and administrative staff and should "foster student motivation to stay in schools and work hard at learning goals," (Christenson & Havsy, 2004, 71). It is because the students who are empathetic are likely to have relations that foster academic activities (Fayombo, 2012 ).…”

Section: Academic Empathy and Academic Motivationmentioning

confidence: 99%

Content, Positives, and Controversies of Academic Empathy and Motivation

Blašková

Polackova

Blaskova

2017

PROSOC

View full text Add to dashboard Cite

Greatness of current universities faces many difficulties and the complexity of dynamics typical by tremendous acceleration of social relations and ties. If academics and scientists want to help students and younger colleagues to handle the complexity and tempo of requirements arisen by a study and work at (least nationally) prestigious universities, empathy is a must. Empathy is a phenomenon with many meanings and contents. There exists a clash of empathy on the part of teachers, but at the same time, on the part of students in the academic practice. Despite the fact that empathy as a socio-relational competence and basis of commitment and facilitative processes help to understand and find the key to the heart and intellect of other individuals (students), it absorbs a lot of energy. This is often reflected in the fatigue, mood swings, and nervousness of the university teacher. This 'imperfection of empathy' in turn may lead to the situation that students begin to perceive the teacher as erratic and his or her behavior as controversial: once empathetic and full of involvement, and sometimes as cold and even aggressive. Assuming that the teacher serves as a role model for his or her students, teacher's empathy is a model for the future (feed-backing) empathy of students towards the other teachers, classmates, and later also to the future colleagues at work. Therefore, on the basis of the analysis, comparison, generalization and synthesis of different views in the theoretical part, methodological part of the paper presents the results of a sociological questioning conducted on a sample of 300 students of University of Zilina, Slovak Republic. Students' expressions on the positive evaluation of teacher's empathy versus the negative assessment of teacher's moodiness and nervousness in relation to the students are compared. Deeper comparison of the expressions of students at two absolutely different study programs: Management (150 students) versus Informatics (150 students) and results of a subsequent qualitative questioning focused directly to the area

show abstract

Relating emotional intelligence to academic achievement among some psychology students in the University of the West Indies, Barbados

Cited by 11 publications

References 0 publications

Preferred Cognitive Learning Patterns (VAK) Among Secondary Students Admitted to King Saud University and its Effect on their Academic Achievement in Physics

Preferred Cognitive Learning Patterns (VAK) Among Secondary Students Admitted to King Saud University and its Effect on their Academic Achievement in Physics

Emotional Intelligence (EI), Adjustment And Academic Performance Among Asasipintar Students

Content, Positives, and Controversies of Academic Empathy and Motivation

Contact Info

Product

Resources

About