Instruction in emotional intelligence skills significantly improved academic self-efficacy scores of junior secondary students from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students exposed to emotional intelligence skills instruction recorded significantly higher post-test academic self-efficacy scores than pre-test (t=22.88, p=.000). → Yunusa Umaru & Abdulwahid Umma 2015

Evidence¶

Yunusa Umaru & Abdulwahid Umma 2015¶

Yunusa Umaru & Abdulwahid Umma. (2015). Effect of Instruction in Emotional Intelligence Skills on Locus of Control and Academic Self-Efficacy among Junior Secondary School Students in Niger State, Nigeria. Journal of Education and Practice, Vol.6, No.18. https://eric.ed.gov/?id=EJ1079778

q2 · i? · causal · r1

In the same quasi-experimental study (20 experimental, 20 control), the t-test on the 18-item Academic Self Efficacy Scale yielded t=22.88, p=.000; the null hypothesis was rejected in favour of the treatment group, with means rising from 26.45 to 46.35.

"Table 7 above, reveals that (t= 22.88, P= .000). Th ose exposed to Emotional Intelligence skills record ed greater improvement on academic self-efficacy than those in control group."

Discussion¶

Related Claims¶

• Reported no gender difference in the effect of emotional intelligence training on academic self-efficacy, despite a printed significant t-test — related
• Instruction in emotional intelligence skills significantly improved locus of control scores of junior secondary students from pre-test to post-test — related