The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students

Increasing the students' academic achievement in the international evaluation arena is a challenge for our country, and cooperative learning and emotional intelligence may be a solution for this problem. The link between cooperative learning, emotional intelligence, and academic achievement has been poorly studied so far. The objective of the present investigation was to examine the influence of cooperative learning on trait emotional intelligence and academic achievement. The methodology used was a quasi-experimental design with pre/post-measurements and experimental/control groups. The participants were primary education students (n = 692) and teachers (n = 24) from eight public schools in Madrid, Spain. The instruments used were the Emotional Quotient-Youth Version questionnaire and internal and external assessment tests. Our results indicated that cooperative learning improved scores of one dimension of trait emotional intelligence, change adaptability, and students' academic achievement (Mathematics and Spanish Language). We discussed the possible implications of these outcomes for educational practice.     

A Call for Emotional Intelligence Skills Training Curricula at Christian Colleges

Abstract

Although emotional intelligence is an increasingly popular research topic regarding academic success, only one study regarding the topic has been conducted among Christian higher education student bodies. The Bible does not mention the term emotional intelligence; however, there are many biblical accounts of negative behaviors as a result of people succumbing to their emotions. Skills training, in the context of Christian colleges, would teach students how to commit emotional health to the will of God, how to process emotions and would provide life skills that will assist with the decision-making process.     

BRIEF REPORT

This study examined the different facets of emotional intelligence, alexithymia, and mood awareness. Undergraduate students (N = 129) completed the Trait Meta-Mood Scale (TMMS), the Toronto Alexithymia Scale (TAS-20), and the Mood Awareness Scale (MAS). A factor analysis revealed two dimensions, attention to and clarity of emotions, that cut across all three instruments. These two dimensions were differentially associated with personality, as measured by the neuroticism, extraversion, and openness to experience portions of the NEO-FFI, and with performance on an emotional Stroop task. We discuss the implications for the conceptualisation of broad constructs such as emotional intelligence and alexithymia, as well as the potential utility of more narrowly defined individual differences.     

Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying

Given the rise in cyberbullying among secondary education students and the importance of certain psychological adjustment variables for the comprehension of this type of violent behavior, both in bullies and in victims, the purpose of the present study was to analyse the emotional adjustment of those involved in cyber- and traditional bullying. The adjustment variables studied were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 17 years, four groups were established to compare victims and cybervictims (uninvolved students, traditional victims, cybervictims, and traditional–cybervictims). The analysis of variance showed that students who performed the same role (bully or victim) in both contexts (at school and online). In particular, those who suffered traditional or cyberbullying or both conjointly presented lower scores in physical and social self-concept, life satisfaction, emotional clarity, and emotion regulation, as well as higher scores in perceived stress, loneliness, depression, and social anxiety. In bullies—traditional, cyberbullying or both simultaneously—higher scores were observed in perceived stress, loneliness, depressive symptomatology, fear of negative assessment, avoidance, and general social anxiety, and lower scores in the dimensions of academic and family self-concept, life satisfaction, emotional clarity, and emotion regulation. In general, the findings indicate that students who were involved in bullying situations, both victims and bullies, presented more damaged emotional profiles than those who are uninvolved, especially students who performed the same role (bully or victim) in both contexts (at school and online).

     

The relationship of emotional intelligence with academic intelligence and the Big Five

The present study examines the relationship of self‐ and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample of 116 students filled in measures for emotional and academic intelligence, the Big Five, and indicators of social and academic success. Moreover, other ratings were obtained from four different raters on emotional intelligence and social success. Factor analysis revealed three emotional intelligence dimensions that were labelled as ‘Empathy’, ‘Autonomy’, and ‘Emotional Control’. Little evidence was found for a relationship between emotional and academic intelligence. Academic intelligence was low and inconsistently related to emotional intelligence, revealing both negative and positive interrelations. Strong relationships were found of the emotional intelligence dimensions with the Big Five, particularly with Extraversion and Emotional Stability. Interestingly, the emotional intelligence dimensions were able to predict both academic and social success above traditional indicators of academic intelligence and personality. Copyright © 2002 John Wiley & Sons, Ltd.     

Emotional intelligence and depressed mood in adolescence: A multilevel approach

The aim of the study was to analyze the relationship between individual emotional intelligence, group emotional intelligence and depressed mood in adolescence from a multilevel approach. The study sample comprised 2,182 adolescents (1,127 female and 1,055 male) aged between 12 and 18 years (M = 14.51, SD = 1.55). They attended 14 secondary schools in the Basque Country (northern Spain) and were grouped into 118 different classes. A two-level model (students nested in classes) with three predictor variables of level 1 (attention, clarity and repair of emotions) and one predictor variable of level 2 (class emotional intelligence) was used to examine their influence on depressed mood. The results indicated that clarity and the ability to regulate emotions at the individual level and emotional intelligence at the class level are important for explaining depressed mood. In this way, the study provides an integrative approach to research on the psychosocial well-being of adolescents that takes into account emotional variables located at different levels.     

Emotional intelligence and personal growth initiative effects on subjective happiness among university students

This study examined emotional intelligence and personal growth initiative influences on the level of subjective happiness among university students in Ghana. Two hundred and sixty undergraduate students were participants (female = 69.8%; mean age = 21.72 years, SD = 3.61 years). They responded to measures of emotional intelligence, personal growth initiative, and subjective happiness. After controlling for their demographic characteristics, and following hierarchical regression analysis, results indicate emotional intelligence and intentional behaviour domain of personal growth to predict students’ level of subjective happiness. These findings suggest that students’ ability to manage and utilise their emotions, as well as their personal growth initiative contribute significantly to their level of happiness.     

Differences in How Trait Emotional Intelligence Predicts Life Satisfaction: The Role of Affect Balance Versus Social Support in India and Germany

In this study, we assessed cross-cultural differences in the extent to which general emotional intelligence is linked to life satisfaction and analyzed mediators of this relationship. We used data from an individualistic culture (Germany) and a collectivistic culture (India) and had university students respond to self-report measures of life satisfaction, positive and negative affect, emotional intelligence, perceived social support, and independent and interdependent self-construals. In line with our hypotheses, we found that Indian students reported less subjective well-being and emotional intelligence than German students. Emotional intelligence was associated with life satisfaction to a higher degree in Germany than in India. In Germany, independent but not interdependent self-construal was related to emotional intelligence; in India, both independent and interdependent self-construals were significantly associated with emotional intelligence. Results of structural equation modeling provided support for our hypotheses regarding mediational models in that the effect of emotional intelligence on life satisfaction was fully mediated by affect balance in Germany and by perceived social support in India.     

情绪智力对大学生生活满意度的影响:生涯适应力的中介作用与压力性生活事件的调节作用

选用情绪智力量表、生涯适应力量表、压力性生活事件量表和生活满意度量表对921名大学生进行调查,分析了情绪智力、生涯适应力、压力性生活事件和生活满意度之间关系。结果表明:(1)生涯适应力部分中介了情绪智力与大学生的生活满意度之间的关系;(2)压力性生活事件调节了这一中介过程的后半路径。因此,在情绪智力与大学生生活满意度的关系中,生涯适应力起到了部分中介作用,压力性生活事件起到了调节作用。     

Emotional intelligence: impact on post-secondary academic achievement

This research examined the simultaneous influences of emotional intelligence, adjustment to university, authoritative versus other parenting style, and high school average on first year university students’ grade point average (GPA) via structural equation modeling. The participants were 299 first year students from the social science faculty at Laurentian University, Canada. The sample was comprised of 86 males (28.7 %) and 213 females (71 %); most students (96.7 %) were between the ages of 17 and 23. The results showed that high school average had a direct influence on first year university GPA. Emotional Intelligence was not directly associated with first year university GPA, but it was significantly associated with adjustment to university which in turn was significantly associated with the first year GPA. This tends to suggest that the influence of emotional intelligence on academic achievement may be mediated by adjustment to university. Furthermore, parenting style (authoritative versus other) had a significant influence on adjustment to university but not on emotional intelligence and university GPA. Students who came from families with authoritative parenting styles tended to be better adjusted than students who came from families with other parenting styles (authoritarian and permissive). Problem behaviors such as alcohol use, academic dishonesty and academic procrastination were found to have a negative influence on university GPA and adjustment to university. In conclusion, emotional intelligence and an authoritative parenting style are influential in enhancing adjustment to university which in turns affects academic achievement in university.     

中国当代大学生情感素质的现状及其影响因素

在情感素质理论与实践探索相结合的基础上编制了《中国大学生情感素质问卷》(内含6个分问卷),并对全国3类地区14座城市100所大学的11982名大学生进行首次大规模情感素质调查。结果发现:该问卷具有较好的信效度,是适合研究大学生情感素质的原创性的有效测评工具;大学生情感素质具有2层面6大类33种情感的结构,呈现丰富情感,且总体发展水平尚好,其中道德、生活情感发展水平较高,人际、审美、理智情感和情绪智力等相对较低;男女大学生之间和本专科大学生之间存在情感素质的结构性差异;有获奖经历、学业自评高及无负性生活事件的大学生情感素质水平较高;良好的人际关系、对舆论的关注、对核心价值观的认同、自我高要求、民主的家庭教养方式等因素对大学生情感素质的发展具有促进作用。     

Learning Disabilities and Emotional Intelligence

The literature is conflicted around the subject of the emotional abilities of individuals with Specific Learning Disabilities (SLDs): While many claim cognitive challenges are associated with emotional difficulties, some suggest emotional and interpersonal abilities are not compromised in such disorders and may help individuals compensate and cope effectively with the challenges they meet in learning environments. Two studies explored differences in emotional intelligence (EI) between young adults with and without SLD. Two samples (matched on gender, approximate age, and program of study; n = 100, and unmatched; n = 584) of college students took self-report and performance-based tests of EI (Ability-EI) as well as a measure of self-esteem and demographics associated with college performance (e.g.: SAT scores, gender, etc.). The results showed that while SAT scores and ability emotional intelligence (Ability-EI) were associated with college GPA, Ability-EI did not differ between the two groups, while self-report measures of EI and self-esteem did show differences, with the group with learning disabilities ranking lower. The effects remained stable when we controlled for demographics and potential intervening factors. The results suggest that EI may play a protective role in the association between background variables and college attainment in students with SLD. The results may provide a basis for interventions to empower students with SLD in academia.     

先前学业成就与学习动机、策略的关系:学业情绪的中介作用

采用整群抽样法抽取高中生670名,分别用学业情绪问卷、学习动机问卷和学习策略问卷来探讨学业情绪在先前学业成就与学习动机、学习策略之间的中介作用。以学业情绪的控制-价值理论和认知-动机模型为基础,运用偏差矫正百分位的非参数Bootstrap法对学业情绪的中介作用进行检验,结果发现:积极学业情绪在先前学业成就与学习策略、学习动机间起完全中介效应;消极学业情绪在先前学业成就与学习策略、学习动机间起部分中介效应。     

Evoked prior learning experience and approach to learning as predictors of academic achievement

Background. In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self‐efficacy, deeper approaches to learning, higher quality teaching, students’ perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. Aim. To investigate how students’ evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self‐efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Sample. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. Method. A 77‐item questionnaire was used to gather students’ self‐report of their evoked prior experience (self‐efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi‐variable (structural equation modelling) methods. Results. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi‐variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self‐efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was not related to academic achievement, and teaching quality and conceptions of learning were only indirectly related to achievement. Conclusions. Research aimed at understanding how students experience their learning environment and how that experience relates to the quality of their learning needs to be conducted using a wider range of variables and more sophisticated analytical methods. In this study of one context, some of the relations found in earlier bivariate studies, and on which learning intervention strategies have been built, are not confirmed when more holistic teaching–learning contexts are analysed using multi‐variable methods.     

Lesson of emotions in the family: The role of emotional intelligence in the relation between filial piety and life satisfaction among Taiwanese college students

This study investigated the relationships between reciprocal filial piety beliefs, emotional intelligence, and life satisfaction among Taiwanese young adults. A total of 481 college students from Taiwan were recruited for the study. Structural equation modelling was employed to analyze the data. The analysis produced the following results. First, reciprocal filial piety was positively related to all of the four types of emotional intelligence: self‐emotional appraisal (SEA), others' emotional appraisal (OEA), regulation of emotion (ROE), and use of emotion (UOE). Second, both ROE and UOE had a positive association with life satisfaction whereas SEA and OEA had a nonsignificant association with life satisfaction. Third, the two types of emotional intelligence, ROE and UOE, mediated the relation between reciprocal filial piety and young adults' life satisfaction. The findings suggest that reciprocal filial piety, representing high‐quality interaction between children and parents, can facilitate individuals' ability to control and use their emotions, which in turn improves their life satisfaction.     

动机因素、学习策略、智力水平对学生学业成就的影响

以１１９名高中学生为被试,测量研究了动机因素、学习策略、智力水平对学生学业成就的影响。结果表明,自我效能、内在动机、掌握目标、学习策略、智商分数与学业成就呈显著的正相关,外在动机、业绩目标与学业成就呈显著的负相关。智商分数、学习策略、动机因素与学业成就存在着因果关系,智商分数（β＝０.４７６）、学习策略（β=０．２２０）、自我效能（β＝０.２０７）、掌握目标（β＝０．１８５）对学业成就有显著的回归效应,并直接影响学业成就。而内在动机（β＝０．１８４）通过直接影响学习策略而间接影响学业成就。     

员工及其管理者的情绪智力对员工工作绩效的影响

研究员工及其管理者的情绪智力对员工工作绩效的影响,并探索了管理者的情绪智力对其下属员工工作绩效发生影响的内在机制。采用配对取样的方法对30家企业进行了管理者与其下属员工的配对调查。结果发现,员工及其管理者的情绪智力对员工的工作绩效都有显著的正向影响,领导－部属交换在管理者情绪智力对员工情境绩效的影响中起部分中介作用,领导－部属交换在管理者情绪智力对员工任务绩效的影响中起着微弱的部分中介作用     

中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用

本研究探讨中小学生正念注意觉知的发展及其与心理健康的关系,并考察情绪调节和积极重评在其中起到的中介作用。研究采用追踪设计,来自江西地区两所小学(4到6年级)和两所中学(7到9年级)的共1251名学生(男生691人,女生560人)在间隔半年的两个时间点分别填写了测量正念注意觉知、心理健康(生活满意度、抑郁、焦虑、学业压力)、情绪调节以及积极重评的问卷。结果表明：(1)中学生正念注意觉知显著低于小学生;(2)中小学生正念注意觉知与两个时间点的情绪调节、积极重评及心理健康均显著相关;(3)跨时间点中介效应检验结果表明,在中小学生正念注意觉知和各心理健康变量的关系中,情绪调节中介效应均显著,积极重评中介效应均不显著。结论：中小学生正念注意觉知与心理健康密切相关,正念注意觉知通过情绪调节能力间接作用于中小学生心理健康。     

Students' conceptions of constructivist learning in different programme years and different learning environments

Background Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience. Aims The present study investigated students' conceptions of constructivist learning. Do students with greater experience in their academic programme differ in their conceptions of constructivist learning compared to students with less experience/ In addition, to what extent are conceptions of constructivist learning different in a conventional, lecture‐based curriculum compared to a constructivist, problem‐based learning curriculum/ Samples Three groups (i.e. first‐year, second‐year, and third‐year students) in two different curricula (i.e. conventional, lecture‐based and constructivist, problem‐based) were tested. Methods A cross‐sectional design was used. Students' conceptions of constructivist activities (i.e. knowledge construction, cooperative learning, self‐regulation, use of authentic problems, self‐perceived inability to learn, and motivation to learn) were measured by a questionnaire. Data were analyzed using a two‐way multivariate analysis of variance (MANOVA). Results A significant difference in questionnaire's scores between year 1 and year 2 (but not between year 2 and 3) was found with respect to conceptions about knowledge construction, self‐regulation, and the use of authentic problems, but not for cooperative learning and motivation to learn. For self‐perceived inability, an interaction effect was found. Furthermore, results showed significant differences between both curriculum groups on all dependent measures. Conclusions Differences in conceptions can be perceived between students who enter a new learning programme (i.e. higher education) and students who already have one year of experience in higher education. Among students with more than one year of educational experience, differences disappear. Furthermore, this study shows that the learning environment can make a difference with respect to students' conceptions of constructivist learning activities.