چکیده:
Aim: The present study aimed to investigate the relationship between emotional intelligence (EI) and
social competence with academic performance of Zabol high school students in Iran. Methodology: It
is a descriptive‑correlational study and its statistical population consists of 9,386 high school students
of Zabol of which 351 subjects were selected using Cochran’s sample size determination formula
and multi‑stage random sampling method. Data collection instruments included both Schutt’s EI
questionnaire and social competence questionnaire of Illinois University. The students’ first semester
GPA was used as the Academic Performance indicator as well. Results: The results of data analysis
showed that EI and social competence of students have a significant positive relationship with
their academic performance and is able to predict their academic performance. The correlation
between all the components of EI and academic performance of students was significant as well.
Conclusion: Students with high EI and social competence tended to be more pro social and performed
better in school. This suggests that integrating lessons with socioemotional learning in schools might
improve students’ performance, decrease maladaptive behavior, and increase pro social behavior.
Finally, only well‑designed experiments and longitudinal studies at various levels (elementary, middle
and high school) will show whether EI and social competence can be learned (and at what age) and
whether teaching these skills will have lasting effects.
خلاصه ماشینی:
Relating emotional intelligence and social competence to academic performance in high school students Mohammad Akbaribooreng, Seyed Mahdi Hosseini, Asad Allah Zangouei, Masoud Ramroodi Department of Education, College of Education and Psychology, University of Birjand, Birjand, Iran Address for Correspondence: Mr. Seyed Mahdi Hosseini, College of Education and Psychology, University of Birjand, Birjand, Iran.
com ABSTRACT Aim:The present study aimed to investigate the relationship between emotional intelligence (EI) and social competence with academic performance of Zabol high school students in Iran.
[14] Research Bhadouria showed that academic achievement without EI does not indicate future success and absence of EI it also indicates the weak personality and ability in building relations at working place as well in schools and it is highly important for quality education[15] and another study by Paloma show that Mayer–Salovey–Caruso Emotional Intelligence Test was discriminable from well‑established measures of personality and intelligence.
[11] Since the questionnaire was created for children of different ages in the study conducted by Nezhad[11] the questions were adapted in order to measure the social competence of university and high school students and its internal consistency was calculated 0.
The data in the table show that in the first step, emotion regulation variable entered the prediction equation and )view the image of this page) )view the image of this page) Results showed that there is a significant and positive relationship between social competence and academic performance of the students which is in line with the findings of Ebrahimi et al.
Relating emotional intelligence to social competence and academic achievement in high school students.
Relating emotional intelligence and social competence to academic performance in high school students.