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Emotional Intelligence and Academic performances of High School Students: A Case Study

机译：高中生的情绪智力与学习成绩的个案研究

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Success in higher education is an effective way of securing career development for the youth. Examination related pressures have also added to the challenges and aspirations of adolescence of the high school students. The objective of the study was to examine the impact of high school students' emotional intelligence (El) for their study process and academic performances. Eighty five high school (Advanced Level) students (40 girls, and 45 boys) were randomly selected from two high schools in Sri Lanka. They belonged to three different subject streams in preparing for their university entrance examination. The emotional intelligence of the respondents was measured through Genos El Inventory. Respondents' study process was assessed through the 'revised two-factor Study Process Questionnaire' of Biggs et.al. SPSS computer software was employed for descriptive and inferential analysis of data. The academic performance of the students was assessed based on their performances at end of the year examination in 2011. Study Approaches, Study Motives, and Study Strategies employed by respondents in their study process were assessed. Respondents' scores for the El and study process variables were distinguished based on the gender. Relationships were tested among the levels of El, study process variables, and academic performances of the respondents. High school girls revealed deeper study approaches and their academic performances were superior to the boys. There was no significant impact of El level to the study process behavior of the respondents. There was no significant relationship between the El level of respondents and their academic performances either. It could be premature to further comment on the relationship between the El level and study process dimensions of respondents, and their choice of 'Study Process' without details of assessment techniques used for evaluation. Study did not reveal a significant relationship between the study process and academic performances of students. Further research is recommended on varying socio-cultural contexts, and demographic segments.
机译：高等教育的成功是确保青年人职业发展的有效途径。与考试相关的压力也增加了高中生青春期的挑战和愿望。这项研究的目的是检验高中生的情绪智力（El）对他们的学习过程和学习成绩的影响。从斯里兰卡的两所中学中随机选择了八十五名高中（高级）学生（40名女孩和45名男孩）。在准备大学入学考试时，他们属于三个不同的学科类别。通过Genos El Inventory测量了受访者的情绪智力。通过Biggs等人的“经修订的两因素研究过程问卷”对受访者的研究过程进行了评估。使用SPSS计算机软件进行数据的描述性和推断性分析。根据2011年年末考试的成绩评估学生的学习成绩。评估受访者在学习过程中采用的学习方法，学习动机和学习策略。根据性别区分受访者的El得分和研究过程变量。在E1水平，研究过程变量和受访者的学业成绩之间测试了关系。高中女生表现出了更深的学习方法，他们的学业成绩优于男生。 El水平对受访者的学习过程行为没有显着影响。在E1级受访者与他们的学业成绩之间也没有显着关系。在没有评估所用评估技术细节的情况下，进一步评论受访者的El水平与研究过程维度之间的关系以及他们对“研究过程”的选择，可能为时过早。研究没有揭示学习过程与学生的学业成绩之间的显着关系。建议对不同的社会文化背景和人口统计领域进行进一步研究。

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