Moderation of cognitive and emotional creativity in the relationship between emotional intelligence and academic achievement
The main aim of this study is to compare the moderation role of emotional creativity and cognitive creativity in the relationship between emotional intelligence and academic achievement. For this purpose, 472 undergraduate students in Universiti Teknologi Malaysia were selected based on cluster samp...
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| 格式: | Thesis |
| 语言: | English |
| 出版: |
2014
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| 主题: | |
| 在线阅读: | http://eprints.utm.my/id/eprint/78134/1/MahnazKaboodiPFP2014.pdf |
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| 总结: | The main aim of this study is to compare the moderation role of emotional creativity and cognitive creativity in the relationship between emotional intelligence and academic achievement. For this purpose, 472 undergraduate students in Universiti Teknologi Malaysia were selected based on cluster sampling method. For measuring the variables in this study, three questionnaires consisting of Trait Emotional Intelligence Questionnaire- Short Form (TEIQue-SF), Abedi Cognitive Creativity Test and Averill Emotional Creativity Inventory were used to respectively measure emotional intelligence as the predictor, as well as cognitive creativity and emotional creativity as moderators among students. Academic achievement as predicted variable was evaluated based on Grade Point Average score. The results demonstrated that emotional intelligence is related to academic achievement whilst two sub-constructs of emotional intelligence, namely emotionality and sociability were related with academic achievement. Findings revealed the moderation role of emotional creativity in the relationship between emotional intelligence and academic achievement was confirmed. Moreover, the results of this study demonstrated that the relationship between emotional intelligence and academic achievement in students with high emotional creativity is stronger than the group with low emotional creativity. The results of this study are valuable for educational system, policy makers, students and lecturers, particularly in higher education to emphasize on emotional aspect in teaching and learning and to integrate the emotional aspect in the curriculum of universities. |
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