Találati lista | Tudóstér

001-es BibID:	BIBFORM122534
Első szerző:	Gebregergis, Werede Tareke (pszichológus)
Cím:	Levels of emotional intelligence and student engagement in Eritrean college students / Gebregergis, Werede Tareke; Beraki, Furtuna; Michael, Mulubrhan; Ahmedin, Munira; Debesay, Nahom; Atoshm, Tsega; Tekleberhan, Wizdan; Kovacs, Karolina Eszter; Csukonyi, Csilla
Dátum:	2025
ISSN:	2062-9605 2064-2199
Megjegyzések:	Abstract The study sought to explore the levels of emotional intelligence and academic engagement among college students, which has not been extensively represented in the existing literature within the Eritrean higher educational context. The study comprised a sample of 119 senior Asmara College of Education students selected through the convenience sampling strategy. The Self-Report Emotional Intelligence Test and Student Engagement Scale were employed to assess the levels of emotional intelligence and student engagement of the participants. Frequency distribution, Pearson-moment correlation, and independent sample t-tests were conducted for data analysis. A significance level of 0.05 was selected to determine statistical significance when testing the relationships of emotional intelligence and engagement with demographic variables. The findings of the study revealed that most students exhibited moderate to high levels of emotional intelligence and academic engagement. The independent sample t-tests indicated that female students tended to have higher levels of emotional intelligence and also reported higher behavioral engagement compared to male students. Regarding the program of study, students from the Department of Psychology and Educational Administration showed higher levels of emotional intelligence than Science education students. Conversely, Science Education students displayed greater cognitive engagement compared to those in Psychology and Educational Administration. Age was found to have a significant association with academic engagement, with older students demonstrating higher levels compared to younger students. However, the Pearson product-moment results demonstrated that significant emotional intelligence scores did not significantly differ across different age groups. The findings are expected to offer significant insights into student engagement and emotional intelligence within the context of higher education. Moreover, this study can offer practical guidance for college communities on fostering students' levels of engagement in learning and emotional skills.
Tárgyszavak:	Bölcsészettudományok Pszichológiai tudományok idegen nyelvű folyóiratközlemény hazai lapban folyóiratcikk emotional intelligence academic engagement demographics college students
Megjelenés:	Hungarian educational research journal (HERJ). - 15 : 1 (2025), p. 105-127. -
További szerzők:	Beraki, Furtuna Michael, Mulubrhan Ahmedin, Munira Debesay, Nahom Atoshm, Tsega Tekleberhan, Wizdan Kovács Karolina Eszter (1992-) (pszichológus) Csukonyi Csilla (1974-) (pszichológus)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon:

001-es BibID:	BIBFORM117764
Első szerző:	Gebregergis, Werede Tareke (pszichológus)
Cím:	Factors Influencing Academic Achievement Among College Students: The Influence of Emotional Intelligence, Student Engagement and Demographics / Werede Tareke Gebregergis, Furtuna Beraki, Mulubrhan Michael, Munira Ahmedin, Nahom Debesay, Tsega Atoshm, Wizdan Tekleberhan, Karolina Eszter Kovács, Csilla Csukonyi
Dátum:	2023
ISSN:	2589-949X
Megjegyzések:	The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students' programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.
Tárgyszavak:	Bölcsészettudományok Pszichológiai tudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk Emotional intelligence student engagement academic achievement college students
Megjelenés:	European Journal of Psychology and Educational Research. - 6 : 4 (2023), p. 181-193. -
További szerzők:	Beraki, Furtuna Michael, Mulubrhan Ahmedin, Munira Debesay, Nahom Atoshm, Tsega Tekleberhan, Wizdan Kovács Karolina Eszter (1992-) (pszichológus) Csukonyi Csilla (1974-) (pszichológus)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Saját polcon: