Improving students’ emotional intelligence and academic achievement : the self-science program (Record no. 20239)

MARC details
000 -LEADER
fixed length control field 02217nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211091415.0
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 Salman, Zeina
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Improving students’ emotional intelligence and academic achievement : the self-science program
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 72 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to examine the efficacy of the Self-Science program in improving the emotional intelligence and academic achievement of upper elementary students. The study was implemented in grades 4, 5, and 6 in one private school with a sample size of 39 elementary students. The students’ age ranged between 8 -12 years. Self-Science was the program adopted to determine whether emotional intelligence and academic achievement could be improved. The participants’ emotional intelligence was assessed using the Six Seconds Emotional Intelligence Assessment Youth Version (SEI-YV), and the students’ school grades served as achievement data. An exploratory pretest/posttest design was adopted to evaluate the effectiveness of the Self-Science program in improving the students’ emotional intelligence and their academic achievement. Results showed that the Self-Science program did not lead to significant changes in the students’ emotional intelligence (F=1.38, p=.24) or in their academic achievement (t= .72, p = .48). Moreover, no significant correlation was found between emotional intelligence and academic achievement. Further research on whether emotional intelligence could be enhanced should be conducted on larger samples and for a longer duration
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Emotional Intelligence
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intelligence Emotionnelle
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الذكاء العاطفي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=103015">http://search.shamaa.org/FullRecord?ID=103015</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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