Navigating academic performance: Unravelling the relationship between emotional intelligence, learning styles, and science and technology self-efficacy among preservice science teachers.

Kwaku Darko Amponsah, Kenneth Adu-Gyamfi, Florence Christianah Awoniyi, Priscilla Commey-Mintah

Abstract read

In one paragraph

Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it

0cells of the map it votes in

2citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

Association between physical activity and mental health (emotional and peer problems) in children and adolescents, a national follow-up study.PloS one · 2026
Article
HEXACO traits, emotional intelligence, and mental health: evidence from Chinese music education and implications for personality-stress interactions.Frontiers in psychology · 2025
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Kwaku Darko AmponsahDepartment of Teacher Education, University of Ghana, Legon, Accra, Ghana.

Kenneth Adu-GyamfiDepartment of Science Education, University of Cape Coast, Cape Coast, Ghana.

Florence Christianah AwoniyiDepartment of Teacher Education, University of Ghana, Legon, Accra, Ghana.

Priscilla Commey-MintahDepartment of Teacher Education, University of Ghana, Legon, Accra, Ghana.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This research investigated the effects of emotional intelligence, learning styles, and science and technology self-efficacy on academic performance. Ninety-one preservice science teachers enrolled in the Bachelor of Science degree programs (Science) in education at the University of Ghana for the academic year 2020-2021 participated in this research. The researchers collected data using grade point averages, the Science and Technology Self-Efficacy scale, and the Schutte Self Report Emotional Intelligence Test scale. Data were analyzed using mean, standard deviation, independent samples

Indexed as

Emotional intelligenceGenderLearning stylePreservice science teachersScience and technology self-efficacy

Identifiers

PMID38699017

DOI10.1016/j.heliyon.2024.e29474

PMCPMC11064078

What OpenQuestion holds

Textmetadata

LicenceCC BY-NC-ND

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.