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| rdf:type
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| Description
| - Success in higher education is an effective way of securing career development for the youth. Examination related pressures have also added to the challenges and aspirations of adolescence of the high school students. The objective of the study was to examine the impact of high school students’ emotional intelligence (EI) for their study process and academic performances. Eighty five high school (Advanced Level) students (40 girls, and 45 boys) were randomly selected from two high schools in Sri Lanka. They belonged to three different subject streams in preparing for their university entrance examination. The emotional intelligence of the respondents was measured through Genos EI Inventory. Respondents’ study process was assessed through the ´revised two-factor Study Process Questionnaire’ of Biggs et.al. SPSS computer software was employed for descriptive and inferential analysis of data. The academic performance of the students was assessed based on their performances at end of the year examination in 2011. Study Approaches, Study Motives, and Study Strategies employed by respondents in their study process were assessed. Respondents’ scores for the EI and study process variables were distinguished based on the gender. Relationships were tested among the levels of EI, study process variables, and academic performances of the respondents. High school girls revealed deeper study approaches and their academic performances were superior to the boys. There was no significant impact of EI level to the study process behavior of the respondents. There was no significant relationship between the EI level of respondents and their academic performances either.
- Success in higher education is an effective way of securing career development for the youth. Examination related pressures have also added to the challenges and aspirations of adolescence of the high school students. The objective of the study was to examine the impact of high school students’ emotional intelligence (EI) for their study process and academic performances. Eighty five high school (Advanced Level) students (40 girls, and 45 boys) were randomly selected from two high schools in Sri Lanka. They belonged to three different subject streams in preparing for their university entrance examination. The emotional intelligence of the respondents was measured through Genos EI Inventory. Respondents’ study process was assessed through the ´revised two-factor Study Process Questionnaire’ of Biggs et.al. SPSS computer software was employed for descriptive and inferential analysis of data. The academic performance of the students was assessed based on their performances at end of the year examination in 2011. Study Approaches, Study Motives, and Study Strategies employed by respondents in their study process were assessed. Respondents’ scores for the EI and study process variables were distinguished based on the gender. Relationships were tested among the levels of EI, study process variables, and academic performances of the respondents. High school girls revealed deeper study approaches and their academic performances were superior to the boys. There was no significant impact of EI level to the study process behavior of the respondents. There was no significant relationship between the EI level of respondents and their academic performances either. (en)
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| Title
| - Emotional Intelligence and Academic performances of High School Students: A Case Study
- Emotional Intelligence and Academic performances of High School Students: A Case Study (en)
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| skos:prefLabel
| - Emotional Intelligence and Academic performances of High School Students: A Case Study
- Emotional Intelligence and Academic performances of High School Students: A Case Study (en)
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| skos:notation
| - RIV/70883521:28120/12:43868645!RIV13-MSM-28120___
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| http://linked.open...avai/riv/aktivita
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| http://linked.open...avai/riv/aktivity
| |
| http://linked.open...vai/riv/dodaniDat
| |
| http://linked.open...aciTvurceVysledku
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| http://linked.open.../riv/druhVysledku
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| http://linked.open...iv/duvernostUdaju
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| http://linked.open...titaPredkladatele
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| http://linked.open...dnocenehoVysledku
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| http://linked.open...ai/riv/idVysledku
| - RIV/70883521:28120/12:43868645
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| http://linked.open...riv/jazykVysledku
| |
| http://linked.open.../riv/klicovaSlova
| - Emotional Intelligence, High School Students, Academic Performances, Study Process (en)
|
| http://linked.open.../riv/klicoveSlovo
| |
| http://linked.open...ontrolniKodProRIV
| |
| http://linked.open...v/mistoKonaniAkce
| |
| http://linked.open...i/riv/mistoVydani
| |
| http://linked.open...i/riv/nazevZdroje
| - Advances in Economics, Risk Management, Political and Law Science
|
| http://linked.open...in/vavai/riv/obor
| |
| http://linked.open...ichTvurcuVysledku
| |
| http://linked.open...cetTvurcuVysledku
| |
| http://linked.open...UplatneniVysledku
| |
| http://linked.open...iv/tvurceVysledku
| - Jayawardena, Chandana Liyana
- Gregar, Aleš
|
| http://linked.open...vavai/riv/typAkce
| |
| http://linked.open.../riv/zahajeniAkce
| |
| issn
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| number of pages
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| http://purl.org/ne...btex#hasPublisher
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| https://schema.org/isbn
| |
| http://localhost/t...ganizacniJednotka
| |
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