The Impact and Comparison of Emotional Intelligence and Academic Motivation Training on Academic Engagement and Academic Performance of Male Students at Farhangian University in Khuzestan Province
Keywords:
Emotional Intelligence, Educational Motivation, Academic Engagement, Academic Performance, Academic commitment sub-universityAbstract
Objective: The aim of this study was to examine and compare the effects of emotional intelligence and academic motivation training on academic commitment and performance among male students at Farhangian University in Khuzestan Province.
Methods and Materials: This was a field experimental study with a pretest–posttest control group design, including two experimental groups. The study population consisted of all full-time male students at Farhangian University of Ahvaz during the 2017–2018 academic year. A total of 108 students were randomly selected and assigned equally to three groups: two experimental and one control. The first experimental group received a 10-session emotional intelligence training program based on Bradberry and Greaves’ model, while the second group received a 14-session academic motivation training based on Martin’s educational protocol. The control group received no intervention. Data were collected using the Fredricks Academic Engagement Scale and students' GPA, and analyzed via multivariate analysis of covariance (MANCOVA).
Findings: The results indicated significant improvements in both academic commitment and academic performance in the two intervention groups compared to the control group (P<0.0001). However, there was no statistically significant difference between the emotional intelligence and academic motivation training groups in their impact on the outcomes (P>0.05). Both training methods effectively increased students' engagement scores and GPAs, with no clear superiority of one method over the other.
Conclusion: Training in emotional intelligence and academic motivation significantly enhances students' academic engagement and performance. Although both methods are effective, the lack of significant difference in their outcomes suggests flexibility in choosing either approach based on institutional goals or logistical considerations.
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