Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement
Emerging Science Journal,
Год журнала:
2025,
Номер
8, С. 262 - 297
Опубликована: Янв. 18, 2025
Objectives:
This
study
aims
to
investigate
the
relationship
between
Emotional
Intelligence
(EI)
and
academic
achievement
within
educational
settings.
It
seeks
determine
how
different
EI
models—specifically,
Ability
Trait
EI—impact
students'
performance,
behavior,
engagement,
motivation.
The
goal
is
provide
insights
that
can
guide
integration
of
into
practices
foster
a
more
supportive
effective
learning
environment.
Methods/Analysis:
based
on
systematic
review
sixty-four
(64)
peer-reviewed
studies
published
2016
2023.
These
include
randomized
controlled
trials
(RCTs),
longitudinal
studies,
meta-analyses.
selected
were
analyzed
explore
effects
various
outcomes,
including
behavioral
Findings:
analysis
reveals
both
are
positively
associated
with
success.
models
appear
contribute
significantly
development
key
skills
such
as
emotional
control,
empathy,
problem-solving,
which
in
turn
support
classroom
management
achievement.
findings
suggest
incorporating
curricula
lead
improved
communication,
better
problem-solving
abilities,
enhanced
relationships
students
faculty.
improvements
create
conducive
environment
enhance
overall
outcomes.
Novelty/Improvement:
adds
existing
literature
by
offering
comprehensive
recent
examine
role
highlights
importance
implementing
EI-focused
interventions
schools,
emphasizing
practical
implications
for
educators
policymakers.
Doi:
10.28991/ESJ-2024-SIED1-016
Full
Text:
PDF
Язык: Английский
What Makes Chinese Adolescents Glued to Their Smartphones? Using Network Analysis and Three-Wave Longitudinal Analysis to Assess How Adverse Childhood Experiences Influence Smartphone Addiction
Computers in Human Behavior,
Год журнала:
2024,
Номер
unknown, С. 108484 - 108484
Опубликована: Окт. 1, 2024
Язык: Английский
Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool
Learning and Individual Differences,
Год журнала:
2025,
Номер
119, С. 102656 - 102656
Опубликована: Фев. 26, 2025
Язык: Английский
Exploring students’ prior knowledge of and metacognitive skills for game-based learning in relation to cognitive strategy and learning effectiveness
Education and Information Technologies,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 11, 2025
Язык: Английский
The Differential Performance of Wise Reasoning Among High School Students in Teacher–Student Conflict and Peer Conflict: A Psychometric Network Analysis
Psychology in the Schools,
Год журнала:
2025,
Номер
unknown
Опубликована: Апрель 28, 2025
ABSTRACT
As
the
primary
location
for
adolescents'
interpersonal
communication,
schools
are
an
inevitable
setting
conflicts.
This
study
aims
to
explore
differential
performance
of
wise
reasoning
in
both
teacher–student
and
peer
conflicts
among
high
school
students
by
network
analysis,
as
well
mediating
roles
coping
style.
Data
were
collected
from
1015
Chinese
adolescents
using
a
randomized
trial
design
self‐report
measures.
The
mediation
analysis
demonstrated
that
problem
orientation
emotional
played
parallel
influence
conflict
type
on
reasoning.
Results
showed
problem‐solving
was
node
with
strongest
centrality
had
highest
bridge
association
degree
“View
outsider”
“Searching
compromise”
degrees
These
findings
enhanced
our
understanding
different
types.
Future
research
should
further
these
differences
develop
more
appropriate
wisdom
education
adolescents.
Язык: Английский
Adaptation and Psychometric Properties of a Romanian Version of Metacognitive Awareness Inventory for Teachers (RoMAIT)
Education Sciences,
Год журнала:
2025,
Номер
15(5), С. 583 - 583
Опубликована: Май 7, 2025
(1)
Background:
Metacognition
plays
a
crucial
role
in
education,
with
teachers’
metacognitive
awareness
being
critical
determinant
of
effective
teaching
and
learning.
Despite
its
importance,
validated
instruments
for
assessing
metacognition
are
scarce,
especially
non-English-speaking
contexts.
This
study
aims
to
adapt
evaluate
the
psychometric
properties
Metacognitive
Awareness
Inventory
Teachers
(MAIT)
Romanian
cultural
educational
(2)
Methods:
After
rigorous
cross-cultural
adaptation
procedures,
including
translation,
back-translation,
expert
review,
MAIT
was
administered
444
teachers
(86.5%
female,
mean
age
=
47.18
years,
SD
8.92).
Exploratory
confirmatory
factor
analyses
were
conducted
assess
structural
validity
instrument.
(3)
Results:
A
21
item
second-order
two-factor
model
knowledge
cognition
(KC)
regulation
(RC)
showed
good
fit
indices
(χ2/df
3.5,
CFI
0.965,
TLI
0.96,
SRMR
0.023,
RMSEA
0.075).
Limitations
discussed.
Язык: Английский