Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

Espinosa, Adriana

doi:10.20472/te.2016.4.2.002

Cited by 2 publications

(6 citation statements)

References 80 publications

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“…This result was also supported by Ogundokun and Adeyemo (2010), Mavroveli and Sánchez Ruiz (2011) and Espinosa (2016) which found a positive relationship between trait EI and mathematical achievements. According to Kanhai (2014), there existed a relationship between emotional intelligence and students' maths achievements because the elements of emotional control and management could serve as predictors in maths and science grades.…”

Section: Trait Emotional Intelligencesupporting

confidence: 77%

“…For the acquisition of varied skills that foster educational success, positive emotions appeared to link to educational settings (Corradino & Fogartym, n.d.). This was supported by Espinosa (2016) which showed that trait emotional intelligence could improve students' confidence in mathematical problem solving abilities and students's attitude had positive impacts on the resulting outcomes. The findings in Espinosa (2016) were supported by Ogundokun and Adeyemo (2010), and Mavroveli and Sánchez-Ruiz (2011).…”

Section: Problem Statement and Objectivesmentioning

confidence: 78%

“…This was supported by Espinosa (2016) which showed that trait emotional intelligence could improve students' confidence in mathematical problem solving abilities and students's attitude had positive impacts on the resulting outcomes. The findings in Espinosa (2016) were supported by Ogundokun and Adeyemo (2010), and Mavroveli and Sánchez-Ruiz (2011). Conversely, Petrides et al (2004) had shown that trait EI or personality traits did not predict maths performance.…”

Section: Problem Statement and Objectivesmentioning

confidence: 78%

“…Meanwhile, different domains of trait emotional intelligence could affect maths achievements in different ways (Espinosa, 2016), e.g., geographic (place of residence) and demographics characteristics (Whitfield, 2012), among others. Sindermann, Kendrick, Becker, Li, Li and Montag (2017) showed how students' primary emotional traits were shaped when they were growing up in urban compared to rural areas and this had resulted in expectations of adverse emotional effects from growing up in urban areas compared to rural areas.…”

Section: Problem Statement and Objectivesmentioning

confidence: 99%

“…The encouraging news was that because students would have strong achievement motivation through 6/8 appropriate arrangement of counselling programmes and enabling environments (Ogundokun & Adeyemo, 2010). In addition, Espinosa (2016) stated that trait EI should be incorporated in the curriculum of students to further boost their maths achievements and developing students' trait EI would lead to higher self-confidence in mathematical abilities. Hence, trait EI is a useful predictor of learning and should be emphasized in lesson teaching because it enables students to enjoy learning Maths in an efficient way (Homayouni, 2011).…”

Section: Trait Emotional Intelligencementioning

confidence: 99%

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Trait Emotional Intelligence and Mathematics Achivements among Undergraduates in Higher Learning Instituition of Sarawak

Wen¹,

Wah²

2018

TUR

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Emotional Intelligence appears to be a significant influencing factor in academic achievements. This study aims to identify the relationship between trait emotional intelligence and mathematics achievements (a relatively sparse research areas of academic achievements) among undergraduates in higher learning institution of Sarawak. 100 respondents from a higher-level institution of Sarawak participated in this study. Trait Emotional Intelligence Questionnaire (TEIQue) is used to measure the trait emotional intelligence of the undergraduates. The result was analysed using descriptive analysis and inferential analysis, namely two-way ANOVA and Pearson’s correlation. Two-way ANOVA was used to test if there is significant difference in demographic attributes (gender and place of residence) towards maths achievements and trait emotional intelligence of the undergraduates. Pearson Correlation was used to test the relationship between trait emotional intelligence and mathematics achievements of the undergraduates. Generally, this study found that there is no significant difference for factors related to demographic attributes (gender and place of residence) against maths achievements and trait emotional intelligence of the undergraduates. Meanwhile, a relationship was found between trait emotional intelligence and mathematics achievements among undergraduates in higher learning institution in Sarawak. The outcome of the study appears to suggest that trait emotional intelligence can help undergraduates to understand themselves more and to control and manage their emotions and feelings and have better relationship with their surroundings. And this could positively impact on their maths achievements.Keywords: trait emotional intelligence, mathematics achivements, undergraduates

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Section: Trait Emotional Intelligencesupporting

confidence: 77%

Section: Problem Statement and Objectivesmentioning

confidence: 78%

Section: Problem Statement and Objectivesmentioning

confidence: 78%

Section: Problem Statement and Objectivesmentioning

confidence: 99%

Section: Trait Emotional Intelligencementioning

confidence: 99%

See 3 more Smart Citations

Trait Emotional Intelligence and Mathematics Achivements among Undergraduates in Higher Learning Instituition of Sarawak

Wen¹,

Wah²

2018

TUR

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A study on the relationship between academic stress and emotional intelligence among undergraduate college students

Sethi¹

2023

Int. J. Sci. Res. Arch.

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This paper examines the relationship between Emotional Intelligence and Academic Stress among undergraduate college students. 300 undergraduate students between the age group of 18-24 (150 boys and 150 girls) from the colleges of Balasore locality were selected randomly for the purpose. To evaluate Emotional Intelligence and Academic Stress, Shutte’s Emotional Intelligence Test (SSREIT), and Students’ Academic Stress Scale (SASS) of B. Rao (2008) was used respectively. For the analysis of obtained data, Pearson correlation and t-tests were employed. The result indicates that there is no significant relationship between emotional intelligence and academic stress. Similarly, the result of t-test shows that there is no statistically significant difference in emotional intelligence with respect to gender. Further, there were no statistically significant differences in academic stress with respect to gender. This study provides insight into emotional intelligence, academic stress, and gender differences for future reference.

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Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

Abstract: Abstract:Studies suggest trait emotional intelligence (EI)

Cited by 2 publications

References 80 publications

Trait Emotional Intelligence and Mathematics Achivements among Undergraduates in Higher Learning Instituition of Sarawak

Trait Emotional Intelligence and Mathematics Achivements among Undergraduates in Higher Learning Instituition of Sarawak

A study on the relationship between academic stress and emotional intelligence among undergraduate college students

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