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Emotional Intelligence and Personality Traits Based on Academic Performance

The purpose of this study was to examine the role of personality traits on academic performance. Furthermore, this study also aims at exploring the effects of virtual experience (mediator) and emotional intelligence (moderator) between personality traits and academic performance of the students. The...

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Autores principales: Dong, Xin, Kalugina, Olga A., Vasbieva, Dinara G., Rafi, Arslan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9237471/
https://www.ncbi.nlm.nih.gov/pubmed/35774958
http://dx.doi.org/10.3389/fpsyg.2022.894570
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author Dong, Xin
Kalugina, Olga A.
Vasbieva, Dinara G.
Rafi, Arslan
author_facet Dong, Xin
Kalugina, Olga A.
Vasbieva, Dinara G.
Rafi, Arslan
author_sort Dong, Xin
collection PubMed
description The purpose of this study was to examine the role of personality traits on academic performance. Furthermore, this study also aims at exploring the effects of virtual experience (mediator) and emotional intelligence (moderator) between personality traits and academic performance of the students. The findings imply that personality traits are the strong predictors of better academic performance. However, several personality traits do not have a positive impact on the academic performance. The study further suggests that students who have emotional abilities and virtual experience are more likely to perform well in their academics. The population of this research consists of students in various colleges and universities in developing regions. Thus, the sample consists of bachelor's and master's students. Existing scales are adopted with minor changes to make it more suitable and understandable within the study context. A total of 319 questionnaires were distributed. Among these 365 questionnaires, 234 questionnaires were received and further used for the purpose of data analysis. This shows an encouraging response from the targeted sample. Education and productivity of the students are influenced by their personality as well as their emotional intelligence abilities. The findings imply that being extrovert is a strong predictor of student achievement and should be prioritized in intervention strategies. This personality feature is responsible for performance in addition to virtual learning experience. Despite its low overall relative value, agreeableness is a significant driver of student achievement. Along with ability and aptitude assessments, personality evaluations might be utilized as a secondary screening tool to identify adolescents at risk of underperformance and academic performance failure. Therefore, learning emotional skills would be beneficial to cope the modern challenges of the competitive educational environment. Virtual experience and being emotionally sound can help students to learn quickly and to be more adaptive into the new world of digitalization. The conclusions of the current study have significant consequences for educators and policymakers. They must accept that boosting emotional intelligence levels through teaching or training is a significant objective of contemporary education. The emotional intelligence abilities of the students related to culture may be shown in a variety of ways, from expectations toward students to interpersonal interactions with students, and from teaching techniques to evaluation methods.
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spelling pubmed-92374712022-06-29 Emotional Intelligence and Personality Traits Based on Academic Performance Dong, Xin Kalugina, Olga A. Vasbieva, Dinara G. Rafi, Arslan Front Psychol Psychology The purpose of this study was to examine the role of personality traits on academic performance. Furthermore, this study also aims at exploring the effects of virtual experience (mediator) and emotional intelligence (moderator) between personality traits and academic performance of the students. The findings imply that personality traits are the strong predictors of better academic performance. However, several personality traits do not have a positive impact on the academic performance. The study further suggests that students who have emotional abilities and virtual experience are more likely to perform well in their academics. The population of this research consists of students in various colleges and universities in developing regions. Thus, the sample consists of bachelor's and master's students. Existing scales are adopted with minor changes to make it more suitable and understandable within the study context. A total of 319 questionnaires were distributed. Among these 365 questionnaires, 234 questionnaires were received and further used for the purpose of data analysis. This shows an encouraging response from the targeted sample. Education and productivity of the students are influenced by their personality as well as their emotional intelligence abilities. The findings imply that being extrovert is a strong predictor of student achievement and should be prioritized in intervention strategies. This personality feature is responsible for performance in addition to virtual learning experience. Despite its low overall relative value, agreeableness is a significant driver of student achievement. Along with ability and aptitude assessments, personality evaluations might be utilized as a secondary screening tool to identify adolescents at risk of underperformance and academic performance failure. Therefore, learning emotional skills would be beneficial to cope the modern challenges of the competitive educational environment. Virtual experience and being emotionally sound can help students to learn quickly and to be more adaptive into the new world of digitalization. The conclusions of the current study have significant consequences for educators and policymakers. They must accept that boosting emotional intelligence levels through teaching or training is a significant objective of contemporary education. The emotional intelligence abilities of the students related to culture may be shown in a variety of ways, from expectations toward students to interpersonal interactions with students, and from teaching techniques to evaluation methods. Frontiers Media S.A. 2022-06-14 /pmc/articles/PMC9237471/ /pubmed/35774958 http://dx.doi.org/10.3389/fpsyg.2022.894570 Text en Copyright © 2022 Dong, Kalugina, Vasbieva and Rafi. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Dong, Xin
Kalugina, Olga A.
Vasbieva, Dinara G.
Rafi, Arslan
Emotional Intelligence and Personality Traits Based on Academic Performance
title Emotional Intelligence and Personality Traits Based on Academic Performance
title_full Emotional Intelligence and Personality Traits Based on Academic Performance
title_fullStr Emotional Intelligence and Personality Traits Based on Academic Performance
title_full_unstemmed Emotional Intelligence and Personality Traits Based on Academic Performance
title_short Emotional Intelligence and Personality Traits Based on Academic Performance
title_sort emotional intelligence and personality traits based on academic performance
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9237471/
https://www.ncbi.nlm.nih.gov/pubmed/35774958
http://dx.doi.org/10.3389/fpsyg.2022.894570
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