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The Associations between Emotional Intelligence and Academic Achievement Mediator or Moderator effect of Learning Adaptability
Xue, FZ (Xue Fei-Zhou)1; Yi, WC (Yi Wen-Chen)2; Hui-Xie (Hui-Xie)1; Hong-Xie (Hong-Xie)1
First AuthorXue, FZ (Xue Fei-Zhou)
2013
Conference NameIEEE International Conference on Industrial Engineering and Engineering Management (IEEM)
Correspondent Emailzxf7755@163.com ; chenyw@psych.ac.cn
Source PublicationInternational Conference on Industrial Engineering and Engineering Management IEEM
Volume不详
Issue不详
Pages1671-1674
Conference DateDEC 10-13, 2013
Conference PlaceBangkok, THAILAND
Abstract

 The purpose of this study was to explore the characteristics of the relationship between emotional intelligence and academic achievement, as well as to examine whether learning adaptability was a moderator or mediator between them. Methods: 610 college students were investigated by questionnaires consisted of emotional intelligence scale and college students' learning adaptability scale. Results: (1) Emotional intelligence was significantly associated with academic achievement (r = 0.36, p < 0.01). (2) Learning adaptability played partly a mediator role between emotional intelligence and academic achievement, but the moderator effect was not significant. Conclusion: The individuals with high emotional intelligence are able to obtain high learning adaptability, and high academic achievement.

KeywordAcademic Achievement Emotional Intelligence Learning Adaptability Moderator Effect Mediator Effect
Language英语
Document Type会议论文
Identifierhttp://ir.psych.ac.cn/handle/311026/26597
Collection社会与工程心理学研究室
Affiliation1.Bengbu Med Coll, Dept Nursing, Bengbu, Peoples R China
2.Chinese Acad Sci, Inst Psychol, Beijing, Peoples R China
Recommended Citation
GB/T 7714
Xue, FZ ,Yi, WC ,Hui-Xie ,et al. The Associations between Emotional Intelligence and Academic Achievement Mediator or Moderator effect of Learning Adaptability[C],2013:1671-1674.
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