Relationship between intelligence and students' academic achievement (Record no. 19993)

MARC details
000 -LEADER
fixed length control field 02551nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210121651.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Haddad, Roula Zaarour
Miscellaneous information Master Art in School Management and Educational Leadership
245 10 - TITLE STATEMENT
Title Relationship between intelligence and students' academic achievement
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Notre Dame University.Humanities
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 60 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The following research investigated the relation between Emotional Intelligence and academic achievement in sixth grades. The participants were selected from an Anglophone Catholic school having around 3000 students in the Metn area, Lebanon. The participants were divided into two groups based on a convenience sample selection. The convenience sample of sixty six students, male and female, age grouped between eleven and twelve was selected from a population of two hundred sixth graders. The two groups were selected based on their academic results, 6A high achievers and 6D low achievers. The second sample was five key administrators in the participating school. In order to measure Emotional Intelligence (EI) of the two participating groups, the 30-item Furnham£Short Form Teaching Emotional Intelligence Questionnaire (TEIque) was administered; it measured five EI factors: 1- Emotionality, 2- Well-being, 3- Sociability, 4- Self-control, and 5-General Traits. An 11- item questionnaire was developed to study key administrators awareness of EI. The third instrument was the report card of the two participating sections; the average of all grades collected over two terms, three months each. The data collected were studied quantitatively for two participating sections and quantitatively for the participating key administrators. The correlation between EI and academic scores was calculated using the Pearson r. The correlation between EI and academic scores for the 6A participating section, high achievers was r=0.4, and 6D low achievers r=0.1.A positive correlation was revealed. The purpose of the study was served, and showed the need for teaching Emotional intelligence in schools to improve the quality of academic performance.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intelligence
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intelligence
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الذكاء
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=112034">http://search.shamaa.org/FullRecord?ID=112034</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

No items available.