Reported no gender difference in the effect of emotional intelligence training on academic self-efficacy, despite a printed significant t-test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The article reports no significant gender difference in academic self-efficacy (t=3.41, p=.003), although the printed p-value is below the stated 0.05 significance level. → 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
Gender comparison on the Academic Self Efficacy Scale: t=3.41, p=.003, yet the article concludes there is no significant difference and retains the null hypothesis. The table lists N of 20 per gender, while Table 4 lists 10 per gender.
"Details from Table 8 above, showed that (t= 3.41, P = .003). This means that there is no significant di fference between male and female secondary school students w ho were exposed to emotional intelligence skills."
Discussion¶
Related Claims¶
- Instruction in emotional intelligence skills significantly improved academic self-efficacy scores of junior secondary students from pre-test to post-test — related
- Instruction in emotional intelligence skills significantly improved locus of control scores of junior secondary students from pre-test to post-test — related
- No significant gender difference in the effect of emotional intelligence training on locus of control — related
- Gender and year group are associated with fear appeal appraisals and baseline academic self-efficacy — related
- The effects of thoughtless GenAI use on motivation, self-efficacy, and self-directed learning differ significantly by gender — related
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