Association of demographic characteristics, emotional intelligence and academic self-efficacy among undergraduate students

2020 ◽  
pp. 1
Author(s):  
Wizra Saeed ◽  
Riaz Ahmad
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Demographic Characteristics ◽  
Academic Self Efficacy

Career Adaptability Profiles and Their Relations With Emotional and Decision-Making Correlates Among Belgian Undergraduate Students

2021 ◽  
pp. 089484532110055
Author(s):  
Michaël Parmentier ◽  
Thomas Pirsoul ◽  
Frédéric Nils
Keyword(s):  
Decision Making ◽  
Emotional Intelligence ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Career Decision ◽  
Career Adaptability ◽  
Career Decision Making ◽  
Work Transition ◽  
Person Centered Approach

This study used a person-centered approach to investigate university students’ profiles of career adaptability and determine whether different combinations of concern, control, curiosity, and confidence could be identified. We also explored the relations of these profiles with emotional intelligence, anticipatory emotions, and career decision-making self-efficacy. We found six distinct profiles of career adaptability among 307 university students who differed both on their level and on shape. Emotional intelligence was associated with profiles displaying higher levels of career adaptability. Furthermore, profiles of career adaptability significantly displayed differences in terms of positive anticipatory emotions at the prospect of the school-to-work transition and career decision-making self-efficacy but not in terms of negative anticipatory emotions. These results highlight that differentiating profiles of career adaptability provide insights for the design and the implementation of career-related interventions among university students.

scholarly journals Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

scholarly journals The Academic Self-Efficacy Among Undergraduates: The Role of Gender, CGPA and Trait Emotional Intelligence

2020 ◽  
Vol 3 (1) ◽  
pp. e7-12
Author(s):  
IFFAH ADLINA IBRAHIM ◽  
TAN KOCK WAH
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Short Form ◽  
Descriptive Analysis ◽  
Male Students ◽  
Trait Emotional Intelligence ◽  
Inferential Analysis ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Self Efficacy

Academic self-efficacy is important for students which will help them to perform better in studies. This study aims to explore the level of academic self-efficacy among UNIMAS undergraduates based on gender, CGPA and trait emotional intelligence. The samples of study involved are 50 male and 50 female participants which consists of final year students from Faculty of Cognitive Sciences and Human Development. The academic self-efficacy of the students is measured using the questionnaire adopted from a study by Sachitra and Bandara (2017) and The Short Form (TEIQue-SF) Trait Emotional Intelligence Questionnaire is used to measure the trait emotional intelligence of the undergraduates. The result was analyzed using descriptive analysis and inferential analysis; independent samples t-test, One-Way ANOVA and Pearson’s correlation. The results of the study have shown that female students have higher academic self-efficacy compared to male students. In addition, students who obtain a higher CGPA also have higher self-efficacy. There was also a small positive correlation between trait emotional intelligence and academic self-efficacy.

scholarly journals Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego García-Álvarez ◽  
Juan Hernández-Lalinde ◽  
Rubia Cobo-Rendón
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Self Efficacy ◽  
Well Being ◽  
Correct Classification ◽  
Psychological Resources ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Predictive Design ◽  
Academic Self Efficacy

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R2-Cox = 0.25, R2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R2-Cox = 0.09, R2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R2-Cox = 0.32, R2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R2-Cox = 0.17, R2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R2-Cox = 0.52, R2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

The Impacts of Trait Emotional Intelligence and Entrepreneurial Self-Efficacy on Perceived Behavioral Control Among Undergraduate Students

2020 ◽  
pp. 955-968
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Perceived Control ◽  
Self Efficacy ◽  
Positive Impact ◽  
Behavioral Control ◽  
Entrepreneurial Intention ◽  
Perceived Behavioral Control ◽  
Trait Emotional Intelligence ◽  
Market Opportunities

The economy needs entrepreneurs to identify market opportunities to offer solutions to social problems. Therefore, understanding the factors that affect entrepreneurial intention has become an important research topic. This article examines perceived behavioral control as a determinant of entrepreneurial intention. It also analyzes how trait emotional intelligence and entrepreneurial self-efficacy impact on perceived behavioral control. The resulting model shows that integrating these competences in entrepreneurship programs has a positive impact on perceived control behavior. Gender implications are discussed.

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