The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

Singh, Sonika; Ryhal, Piar Chand

doi:10.1177/00220574211032314

Cited by 6 publications

(4 citation statements)

References 37 publications

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“…According to this, much research argues that good AP in students is related to the quality of the professor. Master's degrees and Ph.D. provide students with valued knowledge and technical support that is important to labor success and student motivation [41]. The results presented here are coherent with Rodríguez et al (2019).…”

Section: Discussionsupporting

confidence: 90%

Factors related to academic performance among engineering students: a descriptive correlational research study

Gutiérrez-Monsalve,

Garzón,

Gonzalez-Gómez

et al. 2023

DYNA

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Academic performance (AP) is a proper pedagogical strategy to determine acquisition of learning outcomes. Monitoring is essential for decision-making regarding accompanying plans and improving educational quality. Saber-Pro is a standardized test applied by the Colombian Government to establish the ability in quantitative, English, critical reading, citizen comprehension, and written communication. The main objective is to determine which sociodemographic, pedagogical, and institutional factors will arise in AP. A canonical discriminant analysis was used to classify 100% of the student, and the risk of low AP was estimated. The model supports variables that explain potentiate risk factors associated with AP in engineering students according to Saber-Pro.

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Section: Discussionsupporting

confidence: 90%

Factors related to academic performance among engineering students: a descriptive correlational research study

Gutiérrez-Monsalve,

Garzón,

Gonzalez-Gómez

et al. 2023

DYNA

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“…Estas buenas prácticas afectan de manera positiva el RA universitario. Sin embargo, también existen otras motivaciones relacionadas con el buen desempeño docente, en este caso la vocación propia de enseñar y de servir, así como la satisfacción de ver graduado a sus estudiantes deben tenerse en cuenta, siendo atribuciones no fáciles de medir (Johnson et al, 2012;Singh & Ryhal, 2021).…”

Section: Modelo Con Predictores a Nivel De Programasunclassified

Factores institucionales-pedagógicos, sociodemográficos y contextuales relacionados con el rendimiento académico universitario: un análisis multinivel

Gutiérrez-Monsalve,

López-Velásquez,

Castillo Grisales

et al. 2024

Cult. Edu. Soc.

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Introducción: El rendimiento académico se considera como el grado de conocimiento que un estudiante puede demostrar en un área temática determinada comparado con el esperado en sus pares. Puede ser utilizado por las instituciones de educación superior como un indicador para gestionar políticas de calidad académica. Objetivo: Determinar los factores institucionales-pedagógicos, sociodemográficos y contextuales predictores del rendimiento académico en una universidad colombiana. Metodología: Se utilizó un análisis multinivel con estudiantes anidados en 14 programas académicos de pregrado para explicar el Rendimiento Académico semestral –RA– de la cohorte de inicio 2014-1 configurando 3437 individuos. Resultados: A nivel individual, ser hombre y contar con subsidio o beca aumenta de manera significativa el RA en esta universidad. Contrariamente a mayor edad y a más número de asignaturas matriculadas se disminuye el RA. Desde el punto de vista contextual, a nivel de programa percepciones positivas respecto a la pedagogía, la gestión académica, la identidad institucional, la didáctica y la gestión de los profesores promovieron significativamente el aumento del RA en los estudiantes. Conclusiones: El RA universitario debe ser explicado tanto a partir de variables individuales como contextuales. La inclusión de las variables contextuales relacionadas con la pedagogía, la gestión académica, la identidad institucional y la calificación de los profesores en los 14 programas de pregrado lograron aumentar de manera significativa la varianza explicada del RA comparado con el uso único de variables del nivel individual. Este estudio es innovador ya que la mayoría de los reportes relacionados con el RA universitario solo considera variables del nivel individual, dejando de lado el contexto en el que se desenvuelve el estudiante universitario.

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“…The stressful experience of teachers having to work remotely is a widespread phenomenon of the COVID-19 pandemic. For example, recent reports on teachers' emotions have reported a range of associated unsatisfactory social relationships with adults, including colleagues, headmasters, parents, and inspectors, arousing hostile emotions in teachers and constituting a source of stress in teaching [38]. Furthermore, teacher stress has been seen as a response to negative organizational factors and teaching aspects being perceived as a threat to physical and psychological well-being [39].…”

Section: The Role Of Emotional Intelligence and Metacognition In Rela...mentioning

confidence: 99%

The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model

Iacolino

Cervellione

Isgrò

et al. 2023

EJIHPE

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During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations’ Agenda 2030 Goals, our results emphasize the importance of teachers’ emotional and metacognitive skills in promoting quality of life and psychological well-being.

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The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

Cited by 6 publications

References 37 publications

Factors related to academic performance among engineering students: a descriptive correlational research study

Factors related to academic performance among engineering students: a descriptive correlational research study

Factores institucionales-pedagógicos, sociodemográficos y contextuales relacionados con el rendimiento académico universitario: un análisis multinivel

The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model

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