AN INVESTIGATION OF THE EFFECT OF EMOTIONAL INTELLIGENCE, SELF- REGULATION LEARNING AND CLASSROOM GOAL ORIENTATION ON EDUCATIONAL PROGRESS OF THE MALE STUDENTS OF THE FIRST YEAR OF HIGH SCHOOL IN QORVE

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FARMAHINI FARAHANI M.; ABDOLMALEKI J.; RASHIDI Z.

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Journal: DANESHVAR RAFTAR Year:2008 | Volume:15 | Issue:30 (SPECIAL EDITION ON EDUCATION 10) Page(s): 85-97

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Title

AN INVESTIGATION OF THE EFFECT OF EMOTIONAL INTELLIGENCE, SELF- REGULATION LEARNING AND CLASSROOM GOAL ORIENTATION ON EDUCATIONAL PROGRESS OF THE MALE STUDENTS OF THE FIRST YEAR OF HIGH SCHOOL IN QORVE

Author(s)

FARMAHINI FARAHANI M. | ABDOLMALEKI J. | RASHIDI Z. | Issue Writer Certificate

Keywords

EDUCATIONAL PROGRESSQ2

EMOTIONAL INTELLIGENCEQ2

SELF-REGULATION LEARNINGQ3

CLASSROOM GOAL ORIENTATIONQ3

Abstract

The purpose of the present paper is to investigate the effect of EMOTIONAL INTELLIGENCE, SELF-REGULATION LEARNING and CLASSROOM GOAL ORIENTATION on EDUCATIONAL PROGRESS of the male students of the first year of high school in Qorve. The total populations were selected from the male students of the first year of high school in Qorve, 120 of whom were chosen by simple random sampling. Variables and primary information were taken from Siberia Sherings (1995) EMOTIONAL INTELLIGENCE test, Pintrich and Degroot's (1990) selfregulation strategies and Migdley's (2000) CLASSROOM GOAL ORIENTATION. The gathered data were analyzed by means of Pearson coefficient index, and multiple regressions. The results indicate that:1. There is a significant relationship at the level of p<0.50 between EMOTIONAL INTELLIGENCE, SELF-REGULATION LEARNING and class goal orientation highest and students' EDUCATIONAL PROGRESS. The highest coefficient levels are related to SELF-REGULATION LEARNING, while the lowest belongs to avoiding performance as a class.2. The variables of EMOTIONAL INTELLIGENCE, SELF-REGULATION LEARNING and CLASSROOM GOAL ORIENTATION explain 0.365 of the total variance of EDUCATIONAL PROGRESS. This is significant at the level of p<0.50. Whilethe least belongs to the most B regression index is related to SELF-REGULATION LEARNING avoiding performance as CLASSROOM GOAL ORIENTATION variable.

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APA: Copy

FARMAHINI FARAHANI, M., ABDOLMALEKI, J., & RASHIDI, Z.. (2008). AN INVESTIGATION OF THE EFFECT OF EMOTIONAL INTELLIGENCE, SELF- REGULATION LEARNING AND CLASSROOM GOAL ORIENTATION ON EDUCATIONAL PROGRESS OF THE MALE STUDENTS OF THE FIRST YEAR OF HIGH SCHOOL IN QORVE. DANESHVAR RAFTAR, 15(30 (SPECIAL EDITION ON EDUCATION 10)), 85-97. SID. https://sid.ir/paper/46302/en

Vancouver: Copy

FARMAHINI FARAHANI M., ABDOLMALEKI J., RASHIDI Z.. AN INVESTIGATION OF THE EFFECT OF EMOTIONAL INTELLIGENCE, SELF- REGULATION LEARNING AND CLASSROOM GOAL ORIENTATION ON EDUCATIONAL PROGRESS OF THE MALE STUDENTS OF THE FIRST YEAR OF HIGH SCHOOL IN QORVE. DANESHVAR RAFTAR[Internet]. 2008;15(30 (SPECIAL EDITION ON EDUCATION 10)):85-97. Available from: https://sid.ir/paper/46302/en

IEEE: Copy

M. FARMAHINI FARAHANI, J. ABDOLMALEKI, and Z. RASHIDI, “AN INVESTIGATION OF THE EFFECT OF EMOTIONAL INTELLIGENCE, SELF- REGULATION LEARNING AND CLASSROOM GOAL ORIENTATION ON EDUCATIONAL PROGRESS OF THE MALE STUDENTS OF THE FIRST YEAR OF HIGH SCHOOL IN QORVE,” DANESHVAR RAFTAR, vol. 15, no. 30 (SPECIAL EDITION ON EDUCATION 10), pp. 85–97, 2008, [Online]. Available: https://sid.ir/paper/46302/en

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