Schools and universities devote considerable time and resources to developing students' social and emotional skills, such as emotional intelligence (EI). The goals of such programs are partly for ...personal development but partly to increase academic performance. The current meta-analysis examines the degree to which student EI is associated with academic performance. We found an overall effect of ρ = .20 using robust variance estimation (N = 42,529, k = 1,246 from 158 citations). The association is significantly stronger for ability EI (ρ = .24, k = 50) compared with self-rated (ρ = .12, k = 33) or mixed EI (ρ = .19, k = 90). Ability, self-rated, and mixed EI explained an additional 1.7%, 0.7%, and 2.3% of the variance, respectively, after controlling for intelligence and big five personality. Understanding and management branches of ability EI explained an additional 3.9% and 3.6%, respectively. Relative importance analysis suggests that EI is the third most important predictor for all three streams, after intelligence and conscientiousness. Moderators of the effect differed across the three EI streams. Ability EI was a stronger predictor of performance in humanities than science. Self-rated EI was a stronger predictor of grades than standardized test scores. We propose that three mechanisms underlie the EI/academic performance link: (a) regulating academic emotions, (b) building social relationships at school, and (c) academic content overlap with EI. Different streams of EI may affect performance through different mechanisms. We note some limitations, including the lack of evidence for a causal direction.
Public Significance Statement
This meta-analysis shows that emotional intelligence has a small to moderate association with academic performance, such that students with higher emotional intelligence tend to gain higher grades and achievement test scores. The association is stronger for skill-based emotional intelligence tasks than rating scales of emotional intelligence. It is strongest for skill-based tasks measuring understanding emotions and managing emotions.
School accountability programs tend to focus on students’ academic performance, as measured by standardized tests, But, as the authors in the November issue of Kappan explain, this presents an ...incomplete picture. Teresa Preston summarizes the arguments made in the issue on “Reframing Accountability.” These include discussions of limitations of testing, the need for other accountability measures, the use of data to promote improvement, and the importance of capacity building in any accountability system.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
3.
Catalyst in Action Bret Eynon, Laura M. Gambino / Bret Eynon, Laura M. Gambino
2018, 2023-07-03, 2018-10-31
eBook
Published in association with In 2017, Bret Eynon and Laura M. Gambino released High-Impact ePortfolio Practice, which drew broad acclaim from faculty and educational leaders. "An instant classic," ...wrote one reviewer. "The book I've been waiting for!" exclaimed another. With compelling evidence of the impact of ePortfolio "done well," and a practical framework for educators to follow, this research study quickly led to the formal recognition of ePortfolio as a validated High Impact Practice.Now, with Catalyst in Action: Case Studies of High-Impact ePortfolio Practice, Eynon and Gambino have taken the next step. The book offers 20 powerful case studies, drawn from campuses ranging from Bronx Community College to Yale University, from the University of South Carolina, to Dublin University and Arizona State. In High Impact ePortfolio Practice, Eynon and Gambino outlined the Catalyst Framework, spotlighting the strategies needed to launch, build and sustain a "high-impact" ePortfolio practice. Linking integrative social pedagogy to technology, assessment and professional development, the Catalyst Framework offers guiding principles and classroom-based ePortfolio practices that improve student success, deepen the student learning experience, and catalyze learning-centered institutional change. In Catalyst in Action, teams of faculty and college leaders detail their experiences exploring and testing the Framework on their campuses. Working with diverse groups of students in a broad range of disciplines and settings, the case study authors put Eynon and Gambino's integrative strategies into practice. Catalyst in Action shares their findings and their insights. As higher education enters a challenging new era, it must find new ways adapt and change, to support and demonstrate student growth and development. Catalyst in Action is a powerful combination of intensive research and practical experiencing. Offering exciting new evidence and fresh new insights, Catalyst in Action
This quantitative synthesis of 448 independent studies including 480,830 families revealed small positive associations (rs = .13 to .23) between parents' naturally occurring involvement in children's ...schooling and children's academic adjustment (i.e., achievement, engagement, and motivation) that were maintained over time. Parents' involvement was also positively related to children's social (r = .12) and emotional adjustment (r = .17) and negatively related to their delinquency (r = −.15), concurrently. Analyses focusing on children's academic adjustment revealed that different types of involvement (e.g., parents' participation in school events and discussion of school with children) were similarly positively associated with such adjustment. The only exception was that parents' homework assistance was negatively associated with children's achievement (r = −.15), but not engagement (r = .07) or motivation (r = .05). There was little variation due to age, ethnicity, or socioeconomic status in the links between different types of involvement and children's academic adjustment.
Public Significance Statement
The findings underscore the utility of parents' involvement in children's schooling, other than in the homework context, to support not only children's academic adjustment, but also other dimensions of their adjustment, regardless of children's developmental phase.
Keepin' it real Carter, Prudence L
2005, 2007-03-01, 2007
eBook, Book
How can we help African American and Latino students perform better in the classroom and on exams? Why are so many African American and Latino students performing less well than their Asian and White ...peers? Researchers have argued that African American and Latino students who rebel against “acting white” doom themselves to lower levels of scholastic, economic, and social achievement. However, this book argues that what is needed is a broader recognition of the unique cultural styles and practices that non-white students bring to the classroom. Based on extensive interviews and surveys of students in New York, the book demonstrates that the most successful negotiators of the American school systems are the multicultural navigators, culturally savvy teens who draw from multiple traditions, whether it be knowledge of hip hop or of classical music, to achieve their high ambitions. The book refutes the common wisdom about teenage behavior and racial difference, and shows how intercultural communication, rather than assimilation, can help close the black-white gap.
This book offers faculty practical strategies to engage students that are research-grounded and endorsed by students themselves. Through student stories, a signature feature of this book, readers ...will discover why professor actions result in changed attitudes, stronger connections to others and the course material, and increased learning.Structured to cover the key moments and opportunities to increase student engagement, Christine Harrington covers the all-important first day of class where first impressions can determine students' attitudes for the duration of the course, through to insights for rethinking assignments and enlivening teaching strategies, to ways of providing feedback that build students' confidence and spur them to greater immersion in their studies, providing the underlying rationale for the strategies she presents. The student narratives not only validate these practices, offering their perspectives as learners, but constitute a trove of ideas and practices that readers will be inspired to adapt for their particular needs.Conscious of the changing demographics of today's undergraduate and graduate students - racially more diverse, older, and many employed - Harrington highlights the need to engage all students and shares numerous strategies on how to do so. While many of the ideas presented were used by faculty teaching face to face classes, a number were developed by faculty teaching online, and the majority can be adapted to virtually any teaching environment. Based on student-centered active learning principles, structured to allow readers to quickly identify practices that they may need in particular instances or to infuse in a course as a whole, and presented without jargon, this book is a springboard for all faculty looking for ideas that will engage their students at any level and in any course.
El propósito de esta investigación fue de analizar de qué forma la estimulación del aprendizaje mejora el rendimiento académico y el crecimiento personal de los estudiantes de la Facultad de la ...Pedagogía de la Universidad Técnica "Luis Vargas Torres" de Esmeraldas. Por ende, la metodología utilizada para realizar esta investigación fue el método histórico-lógico, sistema estructural, empírico y las técnicas del análisis documental de investigadores y la encuesta a 200 estudiantes y 20 docentes con preguntas cerradas. Los resultados demuestran que un gran porcentaje de estudiantes a pesar de las dificultades tiene claro las metas que desea alcanzar. Se concluye que los docentes no deben desmayar en su afán por aplicar nuevas estrategias que permita que la instrucción y motivación llegue de la mejor forma a los estudiantes y no deserten de la universidad.
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