No significant differences between high school and university students in spiritual intelligence, emotional intelligence, or achievement means¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change
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? Group-difference tests found no significant difference between high school and university students in spiritual intelligence (P = 0.92), emotional intelligence (P = 0.75), or student achievement (P = 0.82). → Zhou Zhenfei 2024
Evidence¶
Zhou Zhenfei 2024¶
Zhou Zhenfei, Tavan Hamed, Kavarizadeh Forouzan, Sarokhani Mandana, Sayehmiri Kourosh. (2024). The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-024-05208-5
q2 · i? · quant-synthesis · r2
Subgroup comparison of pooled means by educational level across the three forest plots (Figs. 2–4); for achievement, "no significant difference in student achievement between high school students and university students (P = 0.82)". Equivalence was not tested; only non-significant group differences are reported.
"the test of group difference in Fig. 4 reveals no significant difference in student achievement between high school students and university students (P = 0.82). Again, there was significant heterogeneity among the studies (I2 = 100, P < 0.001)."
Discussion¶
Related Claims¶
- Pooled mean scores: achievement 15.91, spiritual intelligence 138.27, emotional intelligence 128.94 — related
- Emotional intelligence is positively correlated with student achievement (pooled r = 0.50) — related
- Spiritual intelligence is positively correlated with student achievement (pooled r = 0.36) — related
- Included studies show high heterogeneity (I2 = 94.5%), addressed with random effects modelling and meta-regression — related
- No significant main effects of gender or class, and no significant class-by-group interaction, on spiritual intelligence gains — related
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