scholarly journals Social Intelligence and Emotional Intelligence: Correlational Analysis among Secondary School Students in Different Achievement Levels

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Dixon P. Thomas ◽  
Dr. K. V. Jeeva Rathina
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Secondary School ◽  
Social Intelligence ◽  
Secondary School Students ◽  
Low Achievers ◽  
School Students ◽  
The Social ◽  
Significant Difference ◽  
Age Range

The present study aims to explore the relationship between social intelligence and emotional intelligence of secondary school students in different levels of academic achievement. The Social Intelligence Test and the Emotional Intelligence Scale developed by the investigators for the purpose of the study were administered to gather data from a stratified random sample of 628 high school students in the age range 13 to 16. The analysis of the data with SPSS revealed that presence of significant difference among high-, average-, and low achievers in secondary school students with regard to their social intelligence and emotional intelligence. The study exposed the presence of low, but significant positive correlation between social intelligence and emotional intelligence of secondary school students. The high-, average-, and low achievers, however, do not differ significantly with regard to the degree of relationship between their social intelligence and emotional intelligence.

scholarly journals EFFICACY OF EMOTIONAL INTELLIGENCE TECHNIQUE AND PARENTAL SOCIAL CLASS IN FOSTERING VOCATIONAL DEVELOPMENT OF SECONDARY SCHOOL STUDENTS IN GOMBE STATE, NIGERIA

2019 ◽  
Vol 11 (2) ◽  
pp. 136
Author(s):  
Muraina Kamilu Olanrewaju ◽  
Yusuf Suleiman
Keyword(s):  
Emotional Intelligence ◽  
Social Class ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Control Group ◽  
Vocational Development ◽  
School Students ◽  
Significant Difference ◽  
Intelligence Technique

This study focused on efficacy of emotional intelligence technique and parental social class in fostering vocational development of secondary school students in Gombe State, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2x3 factorial matrix was used in the study. Multi-stage sampling technique was used in sampling 117 participants from 3 local government areas (12 schools) in the state. The respondents were measured with validated scale of 0.79 reliability coefficient and the data obtained was analyzed using T-test and Analysis of Variance statistical analysis. Two (2) research hypotheses were formulated and tested at 0.05 level of significance. The results showed that there was significant difference in the vocational development of secondary school students exposed to emotional intelligence technique and those in the control group (t= 57.64; p<0.05) and there was significant difference in the vocational development of secondary school students with high, moderate and low parental social class (t= 27.51; p<0.05). In view of these findings, the study recommended that educational stakeholders should intensify their effort to organize conferences on the implications of emotional intelligence technique and parental social classes on effective re-orientation of youths towards improving vocational development.

scholarly journals Emotional Intelligence of Higher Secondary School Students With Respect to Their Gender

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Arshad Ali Bhat
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Altruistic Behavior ◽  
Self Awareness ◽  
School Students ◽  
Jammu And Kashmir ◽  
Five Dimensions ◽  
Significant Difference

Present Study lights on Emotional Intelligence in higher secondary school students. Emotional intelligence is the ability to understand emotional intelligence and their causes, the capability to effectively regulate these emotions in one self and in others and most importantly being able to use the emotions as a source of and dealing with social situations. The sample of present study was drawn randomly from different higher secondary schools, of baramulla district state Jammu and Kashmir. The researcher therefore selected 11th and 12th grade 120 students randomly from different higher secondary schools of baramulla district, out of 120 students 60 were girls and 60 were boys. The investigator has employed English version of Emotional Intelligence scale (EIS) as developed by Anukool Hyde, Sanjyot Pethe And Upinder Dhar is used for the present study. The scale is based on five dimensions viz. self awareness, empathy, self motivation, emotional stability, managing relations, integrity, self development, value orientation, commitment, altruistic behavior. There is significant difference between boys and girls in the level of emotional intelligence.

scholarly journals Inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario | Emotional intelligence and social skills in the disruptive behavior of secondary school students

2020 ◽  
Vol 13 (26) ◽  
pp. 29
Author(s):  
Maria Emilia Colichón Chiscul
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Social Skills ◽  
Secondary School ◽  
Disruptive Behavior ◽  
Secondary School Students ◽  
Educational Institution ◽  
School Students ◽  
Statistical Program ◽  
Para Determinar

La investigación tiene por objetivo determinar la influencia de la inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario. Se trabajó con una muestra de 210 estudiantes del nivel secundario de la Institución Educativa PNP Alipio Ponce Vásquez del Cercado de Lima que fueron seleccionados de forma probabilística. La técnica que se utilizó fue la encuesta y los instrumentos de recolección de datos fueron cuestionarios para medir las variables en estudio. Para determinar la confiabilidad se utilizó el Coeficiente Alfa de Cronbach. Para el análisis de datos se empleó el programa estadístico SPSS, versión 19, con el cual se realizó estadística descriptiva e inferencial, mediante análisis multivariado para la comprobación de la asociación entre las variables de estudio. Se concluye según la prueba de Nagelkerke una dependencia porcentual de 31.6%, de influencia de la inteligencia emocional y las habilidades sociales en la conducta disruptiva; asimismo se indica un 70.9% de área bajo la curva COR; lo que implica que la inteligencia emocional y las habilidades sociales influyen en la conducta disruptiva de estudiantes del nivel secundario de la IE PNP Capitán Alipio Ponce Vásquez, año 2016.AbstractThe research aims to determine the influence of emotional intelligence and social skills on the disruptive behavior of secondary school students. We worked with a sample of 210 students of the secondary level of the Educational Institution PNP Alipio Ponce Vasquez of Cercado de Lima who were selected in a probabilistic manner. The technique used was the survey and the data collection instruments were questionnaires to measure the variables under study. To determine reliability, Cronbach's Alpha Coefficient was used. The SPSS statistical program, version 19, was used to analyze the data, with which descriptive and inferential statistics were used, using multivariate analysis to check the association between the study variables. A percentage dependenceof31.6%onthe influence of emotional intelligence and social skills on disruptive behavior is concluded according to the Nagelkerke test; likewise, 70.9% of the area under the COR curve is indicated; which implies that emotional intelligence and social skills influence the disruptive behavior of high school students of the IE PNP Captain Alipio Ponce Vásquez, 2016.

scholarly journals SOCIAL INTELLIGENCE AND ACHIEVEMENT IN SCIENCE AMONG HIGHER SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 5 (1(SE)) ◽  
pp. 9-13
Author(s):  
D.Vinodhkumar ◽  
R. Pankajam
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Random Sampling ◽  
Social Intelligence ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Survey Method ◽  
Statistical Techniques ◽  
School Students ◽  
Intelligence Scale

The present study intended to find out the level of Social Intelligence and Achievement in Science among Higher Secondary School Students. This study belongs to Survey Method. The size of the sample in the study was 300 Higher Secondary School Students who were selected through Random Sampling Technique. The investigators had used Social Intelligence Scale developed by Baskaran. P and Anandan. K (2011) and Achievement Test in Science (ATS) developed by the Investigators. The Statistical techniques used in this study were Mean, Standard deviation, t’ test and Correlation to analyse the data. It was inferred that there is significant relationship between Social Intelligence and Achievement in science among selected High School Students.

Comparative study of achievement motivation and self-concept of secondary school students

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Naik Dinesh P. ◽  
Ahirrao Kiran D.
Keyword(s):  
Secondary School ◽  
Achievement Motivation ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Low Achievers ◽  
High Achievers ◽  
Self Concept ◽  
School Students ◽  
Significant Difference

The present study "Achievement Motivation and Self-concept of Secondary School Students" was investigated to find the comparison between Self-concept and Achievement Motivation of High Achievers and low Achievers of Secondary School Students. Data for the study were collected using Self-concept Questionnaire developed by Saraswath (1984) and Achievement Motive Test (ACMT) developed by Bhargava (1994). The investigator used simple random sampling technique for selecting the sample. The sample consists of 150 Secondary school students. For analyzing data "t" test were used. Findings revels the significant difference between High Achievers and Low Achievers in respect to Achievement Motivation and Self-Concept of Secondary School Students. Computed 't' = 1.34 dose not shows significant differences on achievement motivation, still high achievers scored high on achievement motivation than low achievers, whereas on self concept differences were found as 't'= 4.30 found significant at 0.01 level.

The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement

2015 ◽  
Vol 1 (2) ◽  
pp. 61
Author(s):  
Naim Uzuni ◽  
Kurtuluş Atli ◽  
Cem Saraç ◽  
Necdet Sağlam ◽  
Semran Sağlam
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Attitude ◽  
School Students ◽  
Academic Achievements ◽  
Significant Difference ◽  
The Relationship

<p>The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p&lt;.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p&lt;.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p&gt;.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p&gt;.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p&lt;.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p&lt;.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p&lt;.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p&lt;.01), in Chemistry course (r=-.145; p&lt;.05) and in Geography course (r=-.128; p&lt;.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.</p><p>Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement</p>

scholarly journals Perceptions toward Considering Nursing as A Career Choice among Secondary School Students

2020 ◽  
Vol 23 (3) ◽  
pp. 194-201
Author(s):  
Muhammad Kamil Che Hasan ◽  
Nurul Syafiqah Jusoh ◽  
Siti Hazariah Abdul Hamid ◽  
Mohd Said Nurumal
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Cross Sectional ◽  
Significant Difference ◽  
Convenience Sampling ◽  
Nursing Career ◽  
Self Administered Questionnaire

Demand for a nursing career in Malaysia has increased, although it has not been a popular course of choice among students. Understanding the perceptions of students about nursing may help identify any misconception toward the profession and their consideration to choose nursing as a career. This study aimed to identify the perceptions of secondary school students about nursing and their potential interest in joining a nursing career. A cross-sectional study using convenience sampling was conducted among 155 students by administering a High School Students Self-Administered Questionnaire from three selected secondary schools in Kuantan, Pahang Malaysia. Overall, the respondents positively perceived the nursing profession, although several parts were viewed negatively. Despite having a positive notion about nursing, only 18.1% of the respondents were interested to select nursing as their career and a majority of them were women. In conclusion, no significant difference in perceptions about nursing and consideration to choose nursing as a career was found. Nevertheless, the image of nurses and a nursing career need to be improved in the eye of students and societies. In addition, the students were not aware of the benefits of nursing with several misconceptions of genders and doctor’s aid. Overall, the status of nursing in Malaysia should be enhanced to make it a valuable career. Abstrak  Persepsi terhadap Mempertimbangkan Keperawatan sebagai Pilihan Karir di antara Siswa Sekolah Sekunder. Permintaan untuk karir keperawatan di Malaysia mengalami peningkatan, meskipun belum menjadi pilihan populer di kalangan siswa. Pemahaman mengenai persepsi siswa tentang keperawatan dapat membantu mengidentifikasi kesalahpahaman terhadap profesi dan pertimbangan mereka untuk memilih keperawatan sebagai karier. Penelitian ini bertujuan untuk mengidentifikasi persepsi siswa sekolah menengah tentang keperawatan dan potensi minat mereka untuk memilih karir keperawatan. Sebuah studi cross-sectional menggunakan convenience sampling dilakukan pada 155 siswa dengan High School Students Self-Administered Questionnaire dari tiga sekolah menengah di Kuantan, Pahang Malaysia. Secara keseluruhan, responden memandang positif profesi keperawatan, namun beberapa bagian dipandang negatif. Meskipun memiliki gagasan positif tentang keperawatan, hanya 18,1% dari responden tertarik untuk memilih keperawatan sebagai karir mereka dan mayoritas dari mereka adalah perempuan. Kesimpulannya, tidak ada perbedaan signifikan dalam persepsi tentang keperawatan dan pertimbangan untuk memilih keperawatan sebagai karier. Namun demikian, citra perawat dan karier keperawatan perlu ditingkatkan di mata siswa dan masyarakat. Selain itu, siswa tidak menyadari manfaat keperawatan dengan beberapa kesalahpahaman tentang gender dan bantuan dokter. Secara keseluruhan, status keperawatan di Malaysia harus ditingkatkan untuk menjadikannya karier yang berharga. Kata Kunci: karier, keperawatan, persepsi, pilihan, sekolah menengah, siswa

scholarly journals Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Umar A. Ginga ◽  
Yusuf F. Zakariya
Keyword(s):  
Secondary School ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Social Constructivist ◽  
School Students ◽  
The Social ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
The Impact

There have been perennial concerns on the low academic performance of students among researchers and other education stakeholders. Innovative teaching strategies have, therefore, gained prominence in the field of mathematics education. The purpose of this study is to investigate the impact of a social constructivist instructional strategy on students’ performance in algebra. The present study is quasi-experimental, and its type is a posttest control group involving 154 secondary school students that are randomly selected across four intact classes. The random selection of students to treatment and control controls is assumed to improve the validity of the results. Two research questions are raised, and two null hypotheses are formulated and tested at p≤0.05 level of significance. One research instrument, algebra performance test (APT), was developed, pilot-tested (test-retest reliability coefficient of 0.897), and used to measure students’ performance in both treatment and control groups. The data are analyzed using independent sample t-tests. The findings indicate that there are significant differences in the mean performance scores between experimental (mean = 16.05, SD = 2.74) and control (mean = 11.46, SD = 2.49) groups, t(152) = 10.83, p<0.05. These findings may be interpreted to be evidence of the effectiveness of the social constructivist instructional strategy in improving performance in algebra better than the conventional teaching method. Also, a significant difference exists between the mean performance scores of males (mean = 17.83, SD = 2.82) and females (mean = 14.72, SD = 1.77) in the experimental group (t(80) = 6.11, p<0.05). Thus, the effect of the social constructivist instructional strategy on students’ performance in algebra is gender-sensitive. Based on these findings, some recommendations are made to students, teachers, parents, administrators, and other stakeholders.

scholarly journals Ergenlerin Akrana Bağlanma Stillerinin Umutsuzluk Düzeyleri İle İlişkisinin İncelenmesi / Examining the Correlation of the Peer-Attachment Styles with Hopelessness Levels in Adolescents

2017 ◽  
Vol 6 (6) ◽  
pp. 492 ◽  
Author(s):  
Mehmet Kanak ◽  
Asuman Bilbay ◽  
Dursun Balta
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Attachment Styles ◽  
Secondary School Students ◽  
Peer Attachment ◽  
Secure Attachment ◽  
School Students ◽  
Significant Difference ◽  
Adolescent Friendship

<p>The purpose of this study is to examine the correlation between the peer attachment styles and hopelessness levels in adolescents. The research was a descriptive study based on correlational survey model. The population of the study consisted of a total of 213 students studying in the 6th, 7th, and 8th grades of Erzincan Otlukbeli Fatih Secondary School, and the 9th, 10th, 11th, and 12th grades of Otlukbeli Multi-program Anatolian High School. The data were collected by using the “Beck Hopelessness Scale” (BHS) developed by Beck, Lester and Trexler (1974) to determine the hopelessness levels of the students, and the “Adolescent Friendship Scale” (AFS) developed by Wilkinson (2008) and adapted into Turkish by Ercan (2015) in order to determine the peer attachment styles of adolescents.</p><p>As a result of the analyses carried out in order to determine the hopelessness levels of the participants based on gender and level of teaching, it was observed that there was no significant difference on hopelessness levels in terms of gender (p&gt;.05); on the other hand, the hopelessness scores of high school students were higher compared to secondary school students in terms of level of teaching (p&lt;.05).</p><p>The peer attachment styles of the participants in terms of gender and level of teaching were determined by using t test. As a result of these analyses, it was observed that there was no significant difference in the subscales of attachment styles in terms of gender (secure, avoidant, anxious/ambivalent) (p&gt;.05), there was a significant difference between the mean scores obtained by the secondary school students from Secure Attachment and Avoidant Attachment subscales of the Adolescent Friendship Scale in terms of level of teaching (p&lt;.05); and there was no significant difference between their mean scores of Anxious/ambivalent Attachment subscale (p&gt;.05).</p><p>Pearson Product-Moment Correlation test was used for examining the correlation between peer attachment styles and hopelessness levels of the participants. As a result of the analysis, it was observed that while there was a negative significant correlation between total score of hopelessness level and the secure attachment subscale (p&lt;05), there was no significant correlation between total score of hopelessness level and avoidant and anxious/ambivalent attachment subscales of the participants (p&gt;05). </p><p>As a result of the study, recommendations were offered to the researchers and the staff members working in the field in accordance with the results obtained. </p>

scholarly journals The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement

2016 ◽  
pp. 39
Author(s):  
Kurtuluş Atlı ◽  
Naim Uzun ◽  
Cem Saraç ◽  
Necdet Sağlam ◽  
Semran Sağlam
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Attitude ◽  
School Students ◽  
Academic Achievements ◽  
Significant Difference ◽  
The Relationship

The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p<.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p<.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p>.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p>.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p<.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p<.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p<.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p<.01), in Chemistry course (r=-.145; p<.05) and in Geography course (r=-.128; p<.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement

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