Relationship among Emotional Intelligence, Academic Self-efficacy and Career Decision Level in High School Girls

Kang, Yunkoo; Oh, Eun-Ju

doi:10.5762/kais.2015.16.8.5152

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…The second outcome in this study is the positive association between emotional intelligence and academic self-efficacy. This outcome is valid for all dimensions of the variables and is in parallel with the study by Kang and Oh (2015). This study was performed with participants at high school level and showed the presence of an association between emotional intelligence and academic self-efficacy not just at university level but also in the high school period when emotional and academic capabilities change rapidly.…”

Section: Discussionsupporting

confidence: 69%

“…In studies performed with university students, emotional intelligence was a predictor of academic self-efficacy for clinical psychologic students according to Saeed and Ahmad (2000); for students from the engineering department mainly taking information processing lessons according to Belanger, Lewis, Kasper, Smith and Harrington (2007); and for undergraduate and postgraduate students from many departments according to Catalina, Stanescu and Mohorea (2012). Studies by Gharetepeh, Safari, Pashaei, Razaei, and Kajbaf (2015) and Ibrahim et al (2017) of students in medical faculties showed a positive correlation between emotional intelligence and self-efficacy, while Sert and Traş (2019) and Kang and Oh (2015) identified a positive correlation between emotional intelligence levels and academic self-efficacy for students at high school level. And in this study, the association between emotional intelligence levels and academic self-efficacy of preservice primary teachers was investigated.…”

Section: Introductionmentioning

confidence: 97%

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Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Baydar¹

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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In this study, the association between emotional intelligence levels and academic self-efficacy was investigated for preservice primary teachers in the education faculty. A total of 60 preservice teachers, 43 women and 17 men, participated in this research which used the relational screening model. As data collection measures, the Emotional Intelligence and Academic Self-Efficacy scales were used. The Emotional Intelligence Scale is a 20-item, Likert-type scale developed by Hyuneung Lee and Yungjung Kwak and adapted to Turkish by Şehri Nur Kayıhan and Serhat Arslan. It comprises the subdimensions of emotional recognition, emotional facilitation and emotional regulation. The College Academic Self-Efficacy Scale is a Likert-type scale with 33 items developed by Owen and Robin Froman and adapted to Turkish by Gülay Ekici. It consists of three subdimensions of social status, cognitive applications and technical skills. The results of the research show that there were no differences in emotional intelligence and academic self-efficacy total points and subdimensions according to the gender variable. Emotional intelligence total points were understood to positively and significantly affect academic self-efficacy total points. The subdimension of emotional recognition predicted academic self-efficacy at significant levels.

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 97%

Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Baydar¹

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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“…Moreover, previous research has suggested that career decision level and academic self-efficacy are significantly interrelated. Kim [ 12 ] asserted that academic self-efficacy is an essential variable in predicting stable career development, and career decision level and academic self-efficacy show a significant positive correlation [ 13 ]. The studies that examined the relationships between academic self-efficacy, career stress, and career decision level showed that academic self-efficacy significantly predicted an increase in career decision level [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Effect of Academic Self-Efficacy and Career Decision Level on Career Preparation Behavior of South Korean College Students

Kim

2022

IJERPH

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The purpose of this study was to examine the mediating role of the career decision level (decidedness and comfort) of South Korean college students regarding the relationships between academic self-efficacy and career preparation behavior. For this purpose, the study collected and analyzed data on 296 South Korean college students using SPSS 22.0 and Hayes’ (2013) Process Macro tool. The results of the study are as follows. Academic self-efficacy was positively associated with career decision level and career preparation behavior, and career decision level was positively associated with career preparation behavior. In terms of the mediation effect, the career decision level partially mediated the relationships between academic self-efficacy and career preparation behavior. The results of the study provide useful suggestions for interventions in the career counseling of college students.

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The Effects of Emotional Intelligence on the Career Decision-Making Self-Efficacy and Career Decision Levels of the Nursing Students

Song¹,

Shin²

2016

Journal of the Korea Academia-Industrial cooperation Society

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This research is a descriptive study intended to identify the factors involved in the influence of the emotional intelligence of nursing students on their career decision-making self-efficacy and career decision levels. The correlations among the major variables were analyzed by calculating the Pearson's correlation coefficients. To identify the effects of the subjects' general characteristics and emotional intelligence on their career decision-making self-efficacy and career decision levels, a multiple regression analysis was conducted. The analysis results showed that there were positive relationships among emotional intelligence, career decision making and career decision-making self-efficacy. The factors influencing career decision-making self-efficacy were gender (β=-.155), motivation to find employment (β=-.145), use of emotions (β=.236), emotional control (β=.197), and understanding of others' emotions (β=.157). In addition, the factors affecting the subjects' career decision level were the year level (β=.273), motivation to find employment (β=-.145), motivation to obtain others' recommendation (β=-.138), and emotional control (β=.223). Hence, sufficient endorsement from school or home is required with regard to the roles and duties of a nurse, in order to motivate future students to select the nursing degree. Furthermore, it is suggested that emotional intelligence may be improved when the degree program provides a higher proportion of emotional education.

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Relationship among Emotional Intelligence, Academic Self-efficacy and Career Decision Level in High School Girls

Cited by 3 publications

References 6 publications

Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Effect of Academic Self-Efficacy and Career Decision Level on Career Preparation Behavior of South Korean College Students

The Effects of Emotional Intelligence on the Career Decision-Making Self-Efficacy and Career Decision Levels of the Nursing Students

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