Students with better ability to understand and control others' emotions perform better
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Previous studies have shown that the factors that influence student performance are not only the intellect of the individual, but also a wide range of factors, such as teachers' stereotypes , family economics , and sleep cycles . A new study from the American Psychological Association found that students with better ability to control their own emotions and understand others' emotions performed better at school.
Emotional intelligence predicts academic performance: A meta-analysis.- PubMed-NCBI
https://www.ncbi.nlm.nih.gov/pubmed/31829667
Students Do Better in School When They Can Understand, Manage Emotions
https://www.apa.org/news/press/releases/2019/12/students-manage-emotions
Intelligence that understands the feelings of oneself and others and controls one's feelings is called ' emotional intelligence (intelligence of the mind). ' In recent years, emotional intelligence has spread around the world as a new indicator of human ability, but it was a relatively new concept in the 1990s when it was treated as an academic discipline.
A research team led by Carolyn MacCann of the University of Sydney conducted a meta-analysis of more than 160 studies published between 1998 and 2019 to investigate the link between emotional intelligence and academic success. The studies analyzed were from 27 countries worldwide, with 76% from English-speaking countries. The number of students surveyed in each study was over 42,000, and students of all ages, from elementary school students to university students, were analyzed.
Analysis revealed that students with higher emotional intelligence tended to achieve higher grades and test scores than students with lower emotional intelligence. This tendency was significant even considering individual intelligence and personality traits, and was confirmed regardless of the age of the student. `` While we knew that high intelligence and personality traits were the most important factors for academic success, MacCann said, our study emphasized the third element of emotional intelligence that is relevant to student success. Yes. '
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MacCann noted that emotional intelligence could be related to academic success in several ways. For example, students with high emotional intelligence and good control of their emotions can properly manage negative emotions, such as anxiety, boredom, and disappointment, which can adversely affect their learning, and psychological problems hinder their learning. It may be difficult. Also, students with high emotional intelligence are more likely to build good relationships with teachers and parents who teach study and classmates who study together, which may also help improve academic performance.
Furthermore, it is believed that emotional intelligence not only affects factors that are indirectly related to schooling, but may also be directly useful for schooling. For example, in certain subjects such as history and language, the ability to understand human behavioral principles and emotions may be advantageous, and students with high emotional intelligence tend to perform well in these subjects.
MacCann points out that students with low emotional intelligence tend to have poor ability to maintain human relationships, as well as poor performance in history and national languages, which require the ability to read human emotions. Negative spiral saying that if the stress that human relationships do not work accumulates, students with low emotional intelligence can not cope with stress well, and their grades may decrease even in subjects they were good at until now. MacCann says there is a concern that this will happen.
Because increasing emotional intelligence is also beneficial for the whole school, MacCann may be important for teachers to incorporate training to enhance students' emotional intelligence related skills and to work on enhancing the classroom's overall emotional intelligence. Insisted.
by steveriot1
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