@2025 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(5):287-291
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(5):287-291
Relationship of Emotional Intelligence and Self- Concept with Students’ Academic Achievement
ARTICLE INFO
Article Type
Original ResearchAuthors
Raeisoon M.R (1)Jan Nesar Moghadam` Gh (2)
Sharifzadeh Gh.R (*)
(*) Health Department, Public Health School, Birjand University of Medical Sciences, Birjand, Iran
(1) Social Medicine Department, Medicine Faculty, Birjand University of Medical Sciences, Birjand, Iran
(2) English Department, Literature and Humanities Faculty, Birjand Branch, Islamic Azad University, Birjand, Iran
Correspondence
Address: Medicine Faculty, Birjand University of Medical Sciences, Ghaffari Street, Birjand, Iran. Postal Code: 9717853577Phone: +98 5618825537
Fax: +985632440388
rezamood@yahoo.com
Article History
Received: April 9, 2014Accepted: August 3, 2014
ePublished: November 22, 2014
ABSTRACT
Aims
The most important task of the educational system is to prepare students to acquire
knowledge and career and cognitive skills to enter the community. Therefore, identifying the
factors leading to the students’ academic achievement is very important. This study aimed to
investigate the relationship between emotional intelligence and self-concept with students’
academic achievement.
Materials & Methods This descriptive-analytical study was done on 99 students of Qaen Nursing and Midwifery School in 2012-13 through census sampling. Two standardized Bar-On emotional intelligence and Rogers self-concept questionnaires were used to collect data. Data were analyzed using descriptive and inferential (independent T test and Pearson’s correlation coefficient) statistics using SPSS 14 software.
Findings There was no significant difference between emotional intelligence, real self-concept and ideal self-concept in male and female students scores, the mean grade was significantly higher in girls than boys (p<0.001). There was a positive and significant relationship between academic achievement and ideal self-concept and also emotional intelligence and ideal selfconcept and real self-concept. No relationship was observed between emotional intelligence and academic achievement (mean).
Conclusion The high students’ self-concept is associated to their academic achievements and who they have better self-concept have a good impression of themselves and their abilities and they also have more academic achievement.
Materials & Methods This descriptive-analytical study was done on 99 students of Qaen Nursing and Midwifery School in 2012-13 through census sampling. Two standardized Bar-On emotional intelligence and Rogers self-concept questionnaires were used to collect data. Data were analyzed using descriptive and inferential (independent T test and Pearson’s correlation coefficient) statistics using SPSS 14 software.
Findings There was no significant difference between emotional intelligence, real self-concept and ideal self-concept in male and female students scores, the mean grade was significantly higher in girls than boys (p<0.001). There was a positive and significant relationship between academic achievement and ideal self-concept and also emotional intelligence and ideal selfconcept and real self-concept. No relationship was observed between emotional intelligence and academic achievement (mean).
Conclusion The high students’ self-concept is associated to their academic achievements and who they have better self-concept have a good impression of themselves and their abilities and they also have more academic achievement.
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