The Influence Of Emotional Intelligence Towards Academic Achievement Among Gifted Students In Saudi Arabi
This research examined the influence of emotional intelligence (EI) on the academic achievement of gifted students in Saudi Arabia. In particular, it investigated the influence of self-awareness, self-regulation, motivation, empathy, and social skills on the academic achievement of gifted student...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://eprints.usm.my/30397/1/AL-SAHAFI_FAISAL.pdf |
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| Summary: | This research examined the influence of emotional intelligence (EI) on the
academic achievement of gifted students in Saudi Arabia. In particular, it
investigated the influence of self-awareness, self-regulation, motivation, empathy,
and social skills on the academic achievement of gifted students. The discussion in
this study was based on the theoretical framework of Goleman‘s (1995), emotional
intelligence theory, Mayer and Salovey‘s model (1995), achievement motivation
theory and gender schema theory. These theories were deemed to be appropriate for
the current study because they allow the readers to understand how academic
achievement could be significantly influenced by EI. One hundred fifty respondents
consisting of both male and female gifted students were involved in the quantitative
study. Meanwhile, 10 teachers and 30 gifted students were invited to participate in
the qualitative study. Questionnaires and interview protocol were the instruments
used to gather data for the quantitative and qualitative studies, respectively. Multiple
regressions was used to analyze and interpret the quantitative data, particularly the
influence of EI (self-awareness, self-regulation, motivation, empathy, and social
skills) on the academic achievement of gifted students. This technique was also
applied with the effect size to determine the EI elements that could best predict the
academic achievement of students. T-test was adopted to identify the significant
difference of EI among the students based on gender. |
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