Trait emotional intelligence and multiple intelligences as predictors of academic success in Serbian and Greek it students

Автор: Veljko Aleksić, Dionysios Politis

Журнал: International Journal of Cognitive Research in Science, Engineering and Education @ijcrsee

Рубрика: Original research

Статья в выпуске: 2 vol.11, 2023 года.

Бесплатный доступ

Even though research on predicting the academic achievement of IT students is not scarce, the inclusion of trait emotional intelligence and multiple intelligences as predictive factors is somewhat novel. The research examined associations between identified profiles of trait emotional intelligence and multiple intelligences, and academic success in the sample of 288 IT students, 208 from Serbia and 80 from Greece. The results show that trait emotional intelligence and multiple intelligences profile both proved to be important predictors of academic success. Another predictor of IT students’ academic success was related to their prior schooling success. The results indicate that fostering a student-centered learning model through tertiary education, with special emphasis on students’ personal dispositions and traits, could be crucial for their academic success, especially in the multidisciplinary field of information technology.

Еще

Academic success, it, trait emotional intelligence, multiple intelligences

Короткий адрес: https://sciup.org/170198706

IDR: 170198706   |   DOI: 10.23947/2334-8496-2023-11-2-173-185

Список литературы Trait emotional intelligence and multiple intelligences as predictors of academic success in Serbian and Greek it students

  • Aguayo, B. B., Ruano, C. A., & Vallejo, A. P. (2021). Multiple intelligences: Educational and cognitive development with a guiding focus. South African Journal of Education, 41(2), 1-10. https://doi.org/10.15700/saje.v41n2a1828
  • Ahvan, Y. R., & Pour, H. Z. (2016). The correlation of multiple intelligences for the achievements of secondary students. Educational Research and Reviews, 11(4), 141-145. https://doi.org/10.5897/err2015.2532
  • Aleksic, V., & Ivanovic, M. (2016). Psychometric evaluation of the reliability of IPVIS-OS multiple intelligences assessment instrument for early adolescents. Journal of Educational Sciences and Psychology, 6(1), 21-34.
  • Aleksić, V., & Ivanović, M. (2017). Early adolescent gender and multiple intelligences profiles as predictors of digital gameplay preferences. Croatian Journal of Education: hrvatski časopis za odgoj i obrazovanje, 19(3), 697-727. https://doi. org/10.15516/cje.v19i3.2262
  • Almeida, L. S., Prieto, M. D., Ferreira, A. I., Bermejo, M. R., Ferrando, M., & Ferrándiz, C. (2010). Intelligence assessment: Gardner multiple intelligence theory as an alternative. Learning and Individual Differences, 20(3), 225-230. https://doi. org/10.1016/j.lindif.2009.12.010
  • Bay, S. G., & Lim, K. M. (2006). Correlations of multiple intelligences and emotional intelligence: A closer analysis of theoretical assumptions. Korean Journal of Thinking and Problem Solving, 16(1), 53.
  • Bellarmen, D. (2021). Multiple intelligence theory is the wing wherewith we fly to classroom. Academicia: An International Multidisciplinary Research Journal, 11(1), 275-280. https://doi.org/10.5958/2249-7137.2021.00069.0
  • Bergold, S., & Steinmayr, R. (2018). Personality and intelligence interact in the prediction of academic achievement. Journal of Intelligence, 6(2), 27. https://doi.org/10.3390/jintelligence6020027
  • Blackmore, C., Hird, K., & Anderton, R. S. (2021). An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs. International Journal of Higher Education, 10(1), 76-84. https://doi.org/10.5430/ijhe.v10n1p76
  • Charidimou, D., Tzimas, R., Politis, D., Kyriafinis, G., Aidona, S., Constantinidis, J., Paris, N., & Aleksić, V. (2022). Music perception v. linguistic rehabilitation in hybrid education: Technology assisted sensory apprehension and classification. International Journal of Current Research, 14(6), 21796-21805. https://doi:10.24941/ijcr.43698.06.2022
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
  • Cuesta-Zamora, C., González-Martí, I., & García-López, L. M. (2018). The role of trait emotional intelligence in body dissatisfaction and eating disorder symptoms in preadolescents and adolescents. Personality and Individual Differences, 126, 1-6. https://doi.org/10.1016/j.paid.2017.12.021
  • Dåderman, A. M., & Kajonius, P. J. (2022). An item response theory analysis of the Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) in the workplace. Heliyon, 8(2), e08884. https://doi.org/10.1016/j.heliyon.2022.e08884
  • Dewaele, J. M. (2018). The relationship between trait emotional intelligence and experienced ESL/EFL teachers’ love of English, attitudes towards their students and institution, self-reported classroom practices, enjoyment and creativity. Chinese Journal of Applied Linguistics, 41(4), 468-487. https://doi.org/10.1515/cjal-2018-0034
  • Freudenthaler, H. H., Neubauer, A. C., Gabler, P., Scherl, W. G., & Rindermann, H. (2008). Testing and validating the trait emotional intelligence questionnaire (TEIQue) in a German-speaking sample. Personality and Individual Differences, 45(7), 673-678. https://doi.org/10.1016/j.paid.2008.07.014
  • Fujita, K. (2011). On conceptualizing self-control as more than the effortful inhibition of impulses. Personality and social psychology review, 15(4), 352-366. https://doi.org/10.1177/1088868311411165
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
  • Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette UK.
  • Geide-Stevenson, D. (2018). Does English proficiency affect academic performance?. International Review of Economics Education, 28, 41-48. https://doi.org/10.1016/j.iree.2018.04.002
  • Herrera Torres, L., Buitrago Bonilla, R. E., & Cepero Espinosa, S. (2017). Emotional Intelligence in Colombian Primary School Children. Location and Gender Analysis. Universitas Psychologica, 16(3), 1. https://doi.org/10.11144/javeriana.upsy16- 3.eips
  • Jolić-Marjanović, Z., & Altaras-Dimitrijević, A. (2014). Reliability, construct and criterion-related validity of the Serbian adaptation of the Trait Emotional Intelligence Questionnaire (TEIQue). Psihologija, 47(2), 249-262. https://doi.org/10.2298/ psi1402249j
  • Keshavarz, L., Farahani, A., & Khajehpour, P. (2014). Designing Relationship Model of Emotional Intelligence and Multiple Intelligence in Kohgloyah and Boyer-Ahmad Province, General Administration of Youth and Sport. Applied Research in Sport Management, 3(2), 89-99.
  • Khan, B. B., Nawaz, R., Chaudhry, K. M., Hyder, A. U., & Butt, T. M. (2012). Evaluation of comparative academic performance of undergraduate students at university level. The Journal of Animal & Plant Sciences, 22(3), 798-801. Retrieved from http://www.thejaps.org.pk/docs/v-22-3/47.pdf
  • Kurek, B., & Górowski, I. (2020). Importance of gender, location of secondary school, and professional experience for GPA—A survey of students in a free tertiary education setting. Sustainability, 12(21), 9224. https://doi.org/10.3390/su12219224
  • Laborde, S., Dosseville, F., & Scelles, N. (2010). Trait emotional intelligence and preference for intuition and deliberation: Respective influence on academic performance. Personality and Individual Differences, 49(7), 784-788. https://doi. org/10.1016/j.paid.2010.06.031
  • Liliawati, W., Zulfikar, A., & Kamal, R. N. (2018, May). The Effectiveness of learning materials based on multiple intelligence on the understanding of global warming. In Journal of Physics: Conference Series, 1013(1), 012049. IOP Publishing. https://doi.org/10.1088/1742-6596/1013/1/012049
  • Mahajan, G., & Saini, B. (2020). Educational Data Mining: A state-of-the-art survey on tools and techniques used in EDM. International Journal of Computer Applications & Information Technology, 12(1), 310-316. Retrieved from https://www. ijcait.com/IJCAIT/121/IJCAIT1215GINIKA.pdf
  • Martínez-Monteagudo, M. C., Inglés, C. J., Granados, L., Aparisi, D., & García-Fernández, J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and stress in secondary education teachers. Personality and Individual Differences, 142, 53-61. https://doi.org/10.1016/j.paid.2019.01.036
  • Martirosyan, N. M., Hwang, E., & Wanjohi, R. (2015). Impact of English proficiency on academic performance of international students. Journal of International Students, 5(1), 60-71. https://doi.org/10.32674/jis.v5i1.443
  • Matthews, G., Zeidner, M., & Roberts, R. D. (2008). Emotional Intelligence: Knowns and Unknowns. The Science of Emotional Intelligence: Knowns and Unknowns, 419-474. https://doi.org/10.1093/acprof:oso/9780195181890.001.0001
  • Mayer, R. (2020). Intelligence and Achievement. In R. Sternberg (Ed.), The Cambridge Handbook of Intelligence (Cambridge Handbooks in Psychology, pp. 1048-1060). Cambridge: Cambridge University Press. https://doi. org/10.1017/9781108770422.044
  • McAdams, D. P. (1992). The five-factor model in personality: A critical appraisal. Journal of personality, 60(2), 329-361. https:// doi.org/10.1111/j.1467-6494.1992.tb00976.x
  • Noble, J., & Sawyer, R. (2002). ACT Research Report Series: Predicting Different Levels of Academic Success in College Using High School GPA and ACT Composite Score. Iowa City, IA: ACT, Inc. https://doi.org/10.1037/e427952008-001
  • Nye, J. V. C., Androuschak, G., Desierto, D., Jones, G., & Yudkevich, M. (2012). 2D:4D Asymmetry and Gender Differences in Academic Performance. PLoS ONE, 7(10), e46319. https://doi.org/10.1371/journal.pone.0046319
  • Parker, J. D., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and individual differences, 36(1), 163-172. https:// doi.org/10.1016/s0191-8869(03)00076-x
  • Perera, H. N. (2015). The internal structure of responses to the Trait Emotional Intelligence Questionnaire–Short Form: An exploratory structural equation modeling approach. Journal of Personality Assessment, 97(4), 411-423. https://doi.org /10.1080/00223891.2015.1014042
  • Perera, H. N., & DiGiacomo, M. (2015). The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment. Personality and individual differences, 83, 208-213. https://doi.org/10.1016/j.paid.2015.04.001
  • Pérez-Díaz, P. A., & Petrides, K. V. (2021). The Spanish-Chilean trait emotional intelligence questionnaire-short form: The adaptation and validation of the TEIQue-SF in Chile. Journal of Personality Assessment, 103(1), 67-79. https://doi.org /10.1080/00223891.2019.1692856
  • Petrides, K. V. (2009). Psychometric properties of the trait emotional intelligence questionnaire (TEIQue). In Assessing emotional intelligence: Theory, research, and applications (pp. 85-101). Boston, MA: Springer US. https://doi.org/10.1007/978-0- 387-88370-0_5
  • Petrides, K. V., & Furnham, A. (2000). Gender differences in measured and self-estimated trait emotional intelligence. Sex roles, 42, 449-461. https://doi.org/10.1023/A:1007006523133
  • Petrides, K. V., & Mavroveli, S. (2018). Theory and applications of trait emotional intelligence. Psychology: The Journal of the Hellenic Psychological Society, 23(1), 24-36. https://doi.org/10.12681/psy_hps.23016
  • Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language proficiency. The Reading Matrix, 8(2), 155-174.
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353-387. https://doi.org/10.1037/a0026838
  • Rode, J. C., Mooney, C. H., Arthaud-Day, M. L., Near, J. P., Baldwin, T. T., Rubin, R. S., & Bommer, W. H. (2007). Emotional intelligence and individual performance: Evidence of direct and moderated effects. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 28(4), 399-421. https://doi.org/10.1002/job.429
  • Šafranj, J., & Zivlak, J. (2018). Spatial-Visual Intelligence in Teaching Students of Engineering. Research in Pedagogy, 8(1), 71-83. https://doi.org/10.17810/2015.72
  • Sajjadi, P., & De Troyer, O. (2022). Multiple Intelligences and Digital Learning Game Design: How to Consider the Intelligences of Players?. In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 385-409). IGI Global. https://doi.org/10.4018/978-1-6684-3710-0.ch018
  • Sanchez-Ruiz, M. J., Mavroveli, S., & Poullis, J. (2013). Trait emotional intelligence and its links to university performance: An examination. Personality and individual differences, 54(5), 658-662. https://doi.org/10.1016/j.paid.2012.11.013
  • Shearer, C. B. (2020). Multiple intelligences in gifted and talented education: Lessons learned from neuroscience after 35 years. Roeper Review, 42(1), 49-63. https://doi.org/10.1080/02783193.2019.1690079
  • Shipley, N. L., Jackson, M. J., & Segrest, S. (2010). The effects of emotional intelligence, age, work experience, and academic performance. Research in Higher Education Journal, 9, 1-18. Retrieved from https://digitalcommons.usf.edu/cgi/ viewcontent.cgi?article=1335&context=fac_publications
  • Siegling, A. B., Saklofske, D. H., & Petrides, K. V. (2015). Measures of ability and trait emotional intelligence. Measures of personality and social psychological constructs, 381-414. https://doi.org/10.1016/b978-0-12-386915-9.00014-0
  • Sinclair, H., & Feigenbaum, J. (2012). Trait emotional intelligence and borderline personality disorder. Personality and individual differences, 52(6), 674-679. https://doi.org/10.1016/j.paid.2011.12.022
  • Singh, Y., & Sharma, R. (2012). Relationship between general intelligence, emotional intelligence, stress levels and stress reactivity. Annals of neurosciences, 19(3), 107. https://doi.org/10.5214/ans.0972.7531.190304
  • Šljukić, S. (2006). Agriculture and the changes of the social structure: The case of Serbia. Sociologija, 48(2), 137-148. https:// doi.org/10.2298/SOC0602137S
  • Soleimani, H., Moinnzadeh, A., Kassaian, Z., & Ketabi, S. (2012). The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English. English Language Teaching, 5(9), 45-53. https://doi. org/10.5539/elt.v5n9p45
  • Soto, C. J., & Jackson, J. J. (2013). Five-factor model of personality. Journal of Research in Personality, 42, 1285-1302. https:// doi.org/10.1093/obo/9780199828340-0120
  • Spearman, C. (1961). “General Intelligence” Objectively Determined and Measured. Studies in individual differences: The search for intelligence (pp. 59-73), Washington, DC: APA. https://doi.org/10.1037/11491-006
  • Stamatopoulou, M., Galanis, P., & Prezerakos, P. (2016). Psychometric properties of the Greek translation of the trait emotional intelligence questionnaire-short form (TEIQue-SF). Personality and Individual Differences, 95, 80-84. https://doi. org/10.1016/j.paid.2016.02.035
  • Stankov, L., & Lee, J. (2014). Quest for the best non-cognitive predictor of academic achievement. Educational Psychology, 34(1), 1-8. https://doi.org/10.1080/01443410.2013.858908
  • Taneja, N., Gupta, S., Chellaiyan, V. G., Awasthi, A. A., & Sachdeva, S. (2020). Personality traits as a predictor of emotional intelligence among medical students. Journal of Education and Health Promotion, 9(1), 354. https://doi.org/10.4103/ jehp.jehp_678_19
  • Tepper, B. J., Duffy, M. K., & Shaw, J. D. (2001). Personality moderators of the relationship between abusive supervision and subordinates’ resistance. Journal of applied psychology, 86(5), 974-983. https://doi.org/10.1037/0021-9010.86.5.974
  • Tessema, M., Ready, K., & Malone, C. (2012). Effect of gender on college students’ satisfaction and achievement: The case of a midsized Midwestern public university. International Journal of Business and Social Science, 3(10), 1-11. https:// doi.org/10.30845/ijbss
  • Torreon, L. C., & Sumayang, C. I. (2021). Multiple intelligence-based classroom activities and learners’academic achievement. American Journal of Multidisciplinary Research & Development (AJMRD), 3(02), 37-41. Retreived from https://www. ajmrd.com/wp-content/uploads/2021/02/E323741.pdf
  • Vernon, P. A., Villani, V. C., Schermer, J. A., & Petrides, K. (2008). Phenotypic and genetic associations between the Big Five and trait emotional intelligence. Twin Research and Human Genetics, 11(5), 524-530. https://doi.org/10.1375/ twin.11.5.524
  • Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes, EUR 31006 EN, JRC128415, Luxembourg: Publications Office of the European Union, https://doi.org/10.2760/115376
  • Wurf, G., & Croft-Piggin, L. (2015). Predicting the academic achievement of first-year, pre-service teachers: the role of engagement, motivation, ATAR, and emotional intelligence. Asia-Pacific Journal of Teacher Education, 43(1), 75-91. https://doi.org/10.1080/1359866x.2014.932328
  • Yaghoob, R. A., & Hossein, Z. P. (2016). The correlation of multiple intelligences for the achievements of secondary students. Educational Research and Reviews, 11(4), 141–145. https://doi.org/10.5897/err2015.2532
Еще
Статья научная