STUDY OF THE RELATION EMOTIONAL INTELLIGENCE (EI) AND, MOTIVATION BELIEFS SELF-REGULATORY ON THE ACADEMIC PERFORMANCE

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MOUSAVI SETAREH; JABALAMELI JALAL; ALIBAKHSHI FATEME

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Journal: Journal of Research in Behavioral Sciences Year:2012 | Volume:10 | Issue:3 (24) Page(s): 179-192

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Title

STUDY OF THE RELATION EMOTIONAL INTELLIGENCE (EI) AND, MOTIVATION BELIEFS SELF-REGULATORY ON THE ACADEMIC PERFORMANCE

Author(s)

MOUSAVI SETAREH | JABALAMELI JALAL | ALIBAKHSHI FATEME | Issue Writer Certificate

Keywords

EMOTIONAL INTELLIGENCEQ2

MOTIVATIONAL BELIEFSQ2

SELF-REGULATORY LEARNING STRATEGIESQ2

ACADEMIC PERFORMANCEQ2

UNIVERSITY STUDENTSQ2

Abstract

Aim and Background: The present study tried to evaluate the relations between EMOTIONAL INTELLIGENCE, MOTIVATIONAL BELIEFS and SELF-REGULATORY LEARNING STRATEGIES among the students of Isfahan University of Medical Sciences (Isfahan, Iran).Methods and Materials: In a descriptive, correlational study during the academic year of 2010-11, 1300 undergraduate students of Isfahan University of Medical Sciences were selected by stratified random sampling. The measurement tools were Bar-On Emotional Quotient Inventory and Motivational Strategies for Learning Questionnaire. Data was analyzed by fitness indexes of structural equation modeling, correlation analysis, and chi-square test.Findings: Path coefficients of empathy and interpersonal relationship were not significant. Similarly, path coefficients of realism, responsibility, and exhilaration with MOTIVATIONAL BELIEFS were not significant. All paths in the effects of MOTIVATIONAL BELIEFS and SELF-REGULATORY LEARNING STRATEGIES on ACADEMIC PERFORMANCE were significant. The components of EMOTIONAL INTELLIGENCE, MOTIVATIONAL BELIEFS and SELF-REGULATORY LEARNING STRATEGIES were all significantly effective on ACADEMIC PERFORMANCE.Conclusions: The findings of the present study can be beneficial to educational researchers and policy makers in designing interventions to promote EMOTIONAL INTELLIGENCE, ACADEMIC PERFORMANCE, and motivational strategies.

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APA: Copy

MOUSAVI, SETAREH, JABALAMELI, JALAL, & ALIBAKHSHI, FATEME. (2012). STUDY OF THE RELATION EMOTIONAL INTELLIGENCE (EI) AND, MOTIVATION BELIEFS SELF-REGULATORY ON THE ACADEMIC PERFORMANCE. JOURNAL OF RESEARCH IN BEHAVIOURAL SCIENCES, 10(3 (24)), 179-192. SID. https://sid.ir/paper/106522/en

Vancouver: Copy

MOUSAVI SETAREH, JABALAMELI JALAL, ALIBAKHSHI FATEME. STUDY OF THE RELATION EMOTIONAL INTELLIGENCE (EI) AND, MOTIVATION BELIEFS SELF-REGULATORY ON THE ACADEMIC PERFORMANCE. JOURNAL OF RESEARCH IN BEHAVIOURAL SCIENCES[Internet]. 2012;10(3 (24)):179-192. Available from: https://sid.ir/paper/106522/en

IEEE: Copy

SETAREH MOUSAVI, JALAL JABALAMELI, and FATEME ALIBAKHSHI, “STUDY OF THE RELATION EMOTIONAL INTELLIGENCE (EI) AND, MOTIVATION BELIEFS SELF-REGULATORY ON THE ACADEMIC PERFORMANCE,” JOURNAL OF RESEARCH IN BEHAVIOURAL SCIENCES, vol. 10, no. 3 (24), pp. 179–192, 2012, [Online]. Available: https://sid.ir/paper/106522/en

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