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Wyświetlanie 1-2 z 2
Tytuł:
Three types of intelligences and their relationship to students’ school performance
Autorzy:
Kaliská, Lada
Powiązania:
https://bibliotekanauki.pl/articles/2011803.pdf
Data publikacji:
2015-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
emotional intelligence
social intelligence
general intelligence
academic achievement
correlation study
Opis:
The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).
Źródło:
The New Educational Review; 2015, 41; 275-286
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Replication Study of the Slovak MESI Scale and its Construct Validity in Two Research Samples
Autorzy:
Kaliská, Lada
Salbot, Vladimír
Heinzová, Zuzana
Powiązania:
https://bibliotekanauki.pl/articles/1968716.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
emotional intelligence
social intelligence
MESI scale
TEIQue-SF questionnaire
replication study
CFA
correlation and regression analyses
Opis:
The replication study offers research findings from verification of the construct validity of social intelligence by the Slovak MESI scale (Manipulation, Empathy, Social Irritability - MESI, Frankovský, Birknerová, 2014) by means of confirmatory factor analysis, and by convergent/discriminant validity by the trait emotional intelligence questionnaire (Petrides, 2009) in two samples (secondary school students: N = 134, Mage = 17.7 years old /SD = 0.47/, 66% women; university students: N = 138, Mage = 21.52 years old /SD = 1.81/, 77% women). Results of confirmatory factor analysis (CFA) confirm the three-factor solution of the MESI scale (extracted factors of Manipulation, Empathy, Social Irritability) in accordance with the authors’ original solution in both samples. Trait emotional intelligence (EI) and its four factors enter into significant positive relationships with Empathy (convergent validity) and negative relationships with Social Irritability (discriminant validity). The global level of trait EI can be predicted by the factor of Empathy and Social Irritability in both research samples. Our findings confirm substantiation of the MESI scale for assessment of social intelligence, and its possible application in targeted educational interventions in a school environment.
Źródło:
The New Educational Review; 2019, 56; 305-316
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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