81,874 research outputs found

    Academic Performance and Behavioral Patterns

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    Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect and/or small sample sizes, there is currently no quantification of the interplay of these factors. Here, we study the academic performance among a cohort of 538 undergraduate students forming a single, densely connected social network. Our work is based on data collected using smartphones, which the students used as their primary phones for two years. The availability of multi-channel data from a single population allows us to directly compare the explanatory power of individual and social characteristics. We find that the most informative indicators of performance are based on social ties and that network indicators result in better model performance than individual characteristics (including both personality and class attendance). We confirm earlier findings that class attendance is the most important predictor among individual characteristics. Finally, our results suggest the presence of strong homophily and/or peer effects among university students

    Inspiring the Wonderment: Emotional Intelligence in Higher Education

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    The purpose of this research was to shed insight on the degree to which instructor Emotional Intelligence (EI) may moderate the student/teacher relationship. Interviews were conducted to gather qualitative data on the experience of several students at a private university in the Midwest. The findings suggest that there appears to be a positive relationship between instructor EI and a positive academic experience by the student. Further research on this topic may indicate that institutions may also benefit from incorporating the tracking and evaluating of EI in their faculty body to enhance academic success student

    Akademsko postignuće i zadovoljstvo studijem: doprinos uspjeha u srednjoj školi i osobina ličnosti

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    The aim of this study was to examine the role of high school success and personality traits in the academic achievement and study satisfaction among students of health studies. The Big Five questionnaire (BFQ) and Emotional competence questionnaire (UEK-45) were applied to 250 students, and the number of students\u27 points when entering the study was obtained. The outcome measures were The study satisfaction scale (NSSS) and the number of passed exams in the 1st year. The results indicated two significant predictors for academic success: high school success (β = 0.18, p < 0.01) and state matura success (β = 0.23, p < 0.01) and also one predictor for study satisfaction: state matura success (β = -0.16, p < 0.01).Cilj provedene studije bio je ispitati doprinos uspjeha u srednjoj školi i osobina ličnosti akademskom postignuću i zadovoljstvu studijem kod studenata zdravstvenih studija. Big Five upitnik (BFQ) i Upitnik emocionalne kompetentnosti (UEK-45) primijenjeni su na 250 studenata te je prikupljen broj bodova prilikom upisa na studij. Kao mjere ishoda korištene su Skala zadovoljstva studijem (NSSS) i broj položenih ispita na kraju 1. godine. Rezultati ukazuju na dva statistički značajna prediktora akademskog uspjeha: uspjeh u srednjoj školi (β = 0.18, p < 0.01) i uspjeh na državnoj maturi (β = 0.23, p < 0.01). Uspjeh na državnoj maturi jedini je prediktor zadovoljstva studijem (β = -0.16, p < 0.01)

    The assessment of trait emotional intelligence: psychometric characteristics of the TEIQue-full form in a large Italian adult sample

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    Trait Emotional Intelligence (or trait emotional self-efficacy) is a constellation of emotional perceptions assessed through questionnaires and rating scales (Petrides et al., 2007b). This paper examined the psychometric features of the Trait Emotional Questionnaire Full Form (TEIQue-FF; Petrides, 2009b) in the Italian context. Incremental validity in the prediction of depression and anxiety was also tested with respect to the Big Five. Participants were 1343 individuals balanced for gender (690 females and 653 males) whose mean age was 29.65 years (SD = 13.64, range 17-74 years). They completed a questionnaire battery containing the TEIQue and measures of the Big Five, depression, and anxiety (both trait and state). Results indicated that the performance of the TEIQue-FF in the Italian context was comparable to the original United Kingdom version as regards its reliability and factor structure. Moreover, the instrument showed incremental validity in the prediction of depression and state-trait anxiety after controlling for the Big Five

    Expressing one’s feelings and listening to others increases emotional intelligence: a pilot study of Asian medical students

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    &lt;p&gt;Background: There has been considerable interest in Emotional Intelligence (EI) in undergraduate medical education, with respect to student selection and admissions, health and well-being and academic performance. EI is a significant component of the physician-patient relationship. The emotional well-being of the physician is, therefore, a significant component in patient care. The aim is to examine the measurement of TEIQue-SF in Asian medical students and to explore how the practice of listening to the feelings of others and expressing one’s own feelings influences an individual’s EI, set in the context of the emotional well-being of a medical practitioner.&lt;/p&gt; &lt;p&gt;Methods: A group of 183 international undergraduate medical students attended a half-day workshop (WS) about mental-health and well-being. They completed a self-reported measure of EI on three occasions, pre- and post-workshop, and a 1-year follow-up.&lt;/p&gt; &lt;p&gt;Result: The reliability of TEIQue-SF was high and the reliabilities of its four factors were acceptable. There were strong correlations between the TEIQue-SF and personality traits. A paired t-test indicated significant positive changes after the WS for all students (n=181, p= .014), male students (n=78, p= .015) and non-Japanese students (n=112, p= .007), but a repeated measures analysis showed that one year post-workshop there were significant positive changes for all students (n=55, p= .034), female students (n=31, p= .007), especially Japanese female students (n=13, p= .023). Moreover, 80% of the students reported that they were more attentive listeners, and 60% agreed that they were more confident in dealing with emotional issues, both within themselves and in others, as a result of the workshop.&lt;/p&gt; &lt;p&gt;Conclusion: This study found the measurement of TEIQue-SF is appropriate and reliable to use for Asian medical students. The mental health workshop was helpful to develop medical students’ EI but showed different results for gender and nationality. The immediate impact on the emotional awareness of individuals was particularly significant for male students and the non-Japanese group. The impact over the long term was notable for the significant increase in EI for females and Japanese. Japanese female students were more conscious about emotionality. Emotion-driven communication exercises might strongly influence the development of students’ EI over a year.&lt;/p&gt

    A third generation personality test

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    The development of personality testing in the workplace has undergone three phases. The first generation of tests, such as Cattell’s 16 PF and the British test OPQ, was characterized by complex systems for the description of the personality. These systems were simplified in part by the following generation of the test, which was based on the five factor model but that model was simple only at the horizontal level. Beneath the five main factors were a large number of ancillary factors, usually 30-40 in number. No tests of the first and second generation could effectively handle the problem of impression management, nor did they take into account the effects of mood on the test responses. These and a number of other problems were solved to a great extent in the UPP test, which therefore is proposed to represent the third generation of personality tests. The test features focusing on “narrow” and work-relevant traits, inclusion of a few aggregated variables with the same focus, including two variables especially fitted to the requirement of any given application, an effective and validated method for correction for impression management, extensive treatment of quality of data from each tested person to yield a “warning signal” when results should not be trusted, measurement of current mood at the time of testing which can give another “warning signal”, measurement of attitude towards the test (“face validity”), two types of narrative reports both to the person taking the test and the recruiter/psychologist – one based on normative comparisons and the other on ipsative (within-person) comparisons, measures of work related attitudes which are of value in themselves but can also be used as proxy criteria, greatly facilitating validation work.personality test; impression management; mood; face vaility; data quality