ArticleJournal of education and health promotion2024
The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender.
Article in Journal of education and health promotion, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundThe role of emotional intelligence and learning motivation in shaping university students' academic outcomes has received greater attention, especially during the modernization era. Thus, this study investigates the mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes while examining the gender-conditional indirect effect. MATERIALS AND
methodsA cross-sectional study was conducted in four randomly chosen cities in Saudi Arabia (Riyadh, Jeddah, Hail, and Yanbu), where 400 health science students were conveniently selected using equal allocation (100 students/campus). A digital survey was used for data collection (April-May 2022) containing three sections: Personal Characteristics and Academic Outcomes, Modified Schutte Self-Report Inventory, and Academic Motivation Scale.
resultsEmotional intelligence positively correlated with learning motivation (r = 0.525,
conclusionEmotional intelligence completely mediates the relationship between learning motivation and outcomes with a stronger mediating effect for male students. Thus, policymakers must focus on improving the students' emotional intelligence skills to boost their learning motivation and academic outcomes.
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