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Exploring the Relationship between Academic Achievement and Emotional Intelligence in Upper Primary School Students

Main Authors: Krisnawati, Irwan, Yusnan, Muhammad, Acoci
Format: Article info application/pdf
Bahasa: eng
Terbitan: The Indonesian Institute of Science and Technology Research , 2024
Subjects:
Academic Achievement
Emotional Intelligence
Primary School
Student Performance
Online Access: https://journal.iistr.org/index.php/IJLREE/article/view/487
https://journal.iistr.org/index.php/IJLREE/article/view/487/395
ctrlnum article-487
fullrecord <?xml version="1.0"?> <dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><title lang="en-US">Exploring the Relationship between Academic Achievement and Emotional Intelligence in Upper Primary School Students</title><creator>Krisnawati</creator><creator>Irwan</creator><creator>Yusnan, Muhammad</creator><creator>Acoci</creator><subject lang="en-US">Academic Achievement</subject><subject lang="en-US">Emotional Intelligence</subject><subject lang="en-US">Primary School</subject><subject lang="en-US">Student Performance</subject><description lang="en-US">This study investigates the relationship between academic achievement and emotional intelligence among upper primary school students. The research, conducted in SD Negeri 1 Rukuwa, Sulawesi Tenggara, explores the levels of emotional intelligence and learning success among 48 participants. The findings reveal that most students exhibit moderate emotional intelligence while learning success is distributed across low, moderate, and high categories. Statistical analyses, including correlation coefficients and regression models, indicate a limited impact of emotional intelligence on academic achievement. The results suggest that other factors such as attention, interest, talent, maturity, preparation, intelligence, and logical intelligence may significantly influence learning success. The study contributes valuable insights into the complex interplay between emotional intelligence and upper primary education academic achievement.</description><publisher lang="en-US">The Indonesian Institute of Science and Technology Research</publisher><date>2024-02-14</date><type>Journal:Article</type><type>Other:info:eu-repo/semantics/publishedVersion</type><type>Journal:Article</type><type>File:application/pdf</type><identifier>https://journal.iistr.org/index.php/IJLREE/article/view/487</identifier><identifier>10.56741/ijlree.v3i01.487</identifier><source lang="en-US">International Journal of Learning Reformation in Elementary Education; Vol. 3 No. 01 (2024): International Journal of Learning Reformation in Elementary Education; 42-50</source><source>2961-8665</source><source>2961-9092</source><source>10.56741/ijlree.v3i01</source><language>eng</language><relation>https://journal.iistr.org/index.php/IJLREE/article/view/487/395</relation><rights lang="en-US">Copyright (c) 2024 Krisnawati, Irwan, Muhammad Yusnan, Acoci</rights><rights lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</rights><recordID>article-487</recordID></dc>
language eng
format Journal:Article
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author Krisnawati
Irwan
Yusnan, Muhammad
Acoci
title Exploring the Relationship between Academic Achievement and Emotional Intelligence in Upper Primary School Students
publisher The Indonesian Institute of Science and Technology Research
publishDate 2024
topic Academic Achievement
Emotional Intelligence
Primary School
Student Performance
url https://journal.iistr.org/index.php/IJLREE/article/view/487
https://journal.iistr.org/index.php/IJLREE/article/view/487/395
contents This study investigates the relationship between academic achievement and emotional intelligence among upper primary school students. The research, conducted in SD Negeri 1 Rukuwa, Sulawesi Tenggara, explores the levels of emotional intelligence and learning success among 48 participants. The findings reveal that most students exhibit moderate emotional intelligence while learning success is distributed across low, moderate, and high categories. Statistical analyses, including correlation coefficients and regression models, indicate a limited impact of emotional intelligence on academic achievement. The results suggest that other factors such as attention, interest, talent, maturity, preparation, intelligence, and logical intelligence may significantly influence learning success. The study contributes valuable insights into the complex interplay between emotional intelligence and upper primary education academic achievement.
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first_indexed 2024-06-11T02:59:49Z
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