The Associations between Emotional Intelligence and Academic Achievement: Mediator or Moderator effect of Learning Adaptability

被引：0
|
作者：
Xue Fei-Zhou [1 ]
Yi Wen-Chen [2 ]
Hui-Xie [1 ]
Hong-Xie [1 ]
机构：
[1] Bengbu Med Coll, Dept Nursing, Bengbu, Peoples R China
[2] Chinese Acad Sci, Inst Psychol, Beijing, Peoples R China
来源：
2013 IEEE INTERNATIONAL CONFERENCE ON INDUSTRIAL ENGINEERING AND ENGINEERING MANAGEMENT (IEEM 2013) | 2013年
关键词：
academic achievement; emotional intelligence; learning adaptability; moderator effect; mediator effect; VALIDITY;
D O I：
暂无
中图分类号：
T [工业技术];
学科分类号：
08 ;
摘要：
Objective: The purpose of this study was to explore the characteristics of the relationship between emotional intelligence and academic achievement, as well as to examine whether learning adaptability was a moderator or mediator between them. Methods: 610 college students were investigated by questionnaires consisted of emotional intelligence scale and college students' learning adaptability scale. Results: (1) Emotional intelligence was significantly associated with academic achievement (r = 0.36, p < 0.01). (2) Learning adaptability played partly a mediator role between emotional intelligence and academic achievement, but the moderator effect was not significant. Conclusion: The individuals with high emotional intelligence are able to obtain high learning adaptability, and high academic achievement.
引用
收藏
页码：1671 / 1674
页数：4
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