Emosionele intelligensie en akademiese sukses: 'n empiriese vergelyking tussen presterende en nie-presterende studente
| dc.contributor.author | Stuart, Anita | |
| dc.contributor.author | De Korte, Annemari | |
| dc.date.accessioned | 2018-10-12T13:55:12Z | |
| dc.date.available | 2018-10-12T13:55:12Z | |
| dc.date.issued | 2000 | |
| dc.description.abstract | English: The aim of the study was to determine whether certain aspects of emotional intelligence account for students' academic success or failure. An Emotional Intelligence Battery comprising five measuring instruments was compiled. The experimental group comprised 133 students in the age group 18 to 23 who were enrolled for the Psychology 1 course at the Rand Afrikaans University. The results of Hotelling's T2-test indicated that the Emotional Intelligence Battery did indeed differentiate between the two groups. Statistically significant differences were found in the vectors of the means of the two groups with respect to the five sub-scales of the battery taken together and in respect of two subscales. Stepwise discriminant analysis indicated that the Social Translations sub-scale of the Four Factor Tests of Social Intelligence and the Adolescent Self-Concept Scale contributed towards the discrimination of the two groups. All in all, 64.8% of the experimental subjects were correctly classified by the two variables. | en_ZA |
| dc.description.abstract | Afrikaans: Die doel van die studie is om te ondersoek of bepaalde aspekte van emosionele intelligensie onderskei tussen studente wat akademies goed en die wat swak presteer. 'n Emosionele Intelligensie-Battery is saamgestel wat uit vyf meetinstnunente bestaan. Die proefgroep was 133 studente tussen die ouderdomme van 18 en 23 jaar wat aan die Randse Afrikaanse Universiteit vir die Sielkunde 1-kursus ingeskryf is. Resultace van Hotelling se T2-toets dui aan dat die Emosionele Intelligensie-battery wel tussen die twee groepe onderskei. Statisties beduidende verskille is aangedui in die vektore van gemiddeldes van die twee groepe met betrekking tot die vyf subskale van die battery gesamentlik geneem en ook tussen die gemiddeldes van die twee groepe ten opsigte van twee spesifieke skale. 'n Stapsgewyse diskriminantontleding dui aan dat die Social Translations-subskaal van die Four Factor Tests of Social Intelligence en die Adolescent Self-Concept Scale bygedra het tot die diskriminasie tussen die twee groepe en dat 64.8% van die proefpersone korrek deur die twee veranderlikes geklassifiseer is. | en_ZA |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Stuart, A., & De Korte, A. (2000). Emosionele intelligensie en akademiese sukses: 'n empiriese vergelyking tussen presterende en nie-presterende studente. Acta Academica, 32(3), 130-153. | en_ZA |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.issn | 0587-2405 (print) | |
| dc.identifier.uri | http://hdl.handle.net/11660/9374 | |
| dc.language.iso | af | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Emotional intelligence | en_ZA |
| dc.subject | Students | en_ZA |
| dc.subject | Social translations sub-scale | en_ZA |
| dc.subject | Social intelligence | en_ZA |
| dc.title | Emosionele intelligensie en akademiese sukses: 'n empiriese vergelyking tussen presterende en nie-presterende studente | en_ZA |
| dc.type | Article | en_ZA |