Predicting the Academic Eagerness on the Basis of Emotional Intelligence and Educational Self-efficacy in Students of Hamadan of Islamic Azad University
Author(s): Somayyeh Saffari Bidhendi, Manizheh Karbasi, Manouchehr Vakilian
The purpose of this study was to predict academic eagerness based on emotional intelligence and academic selfefficacy of university students. The research method was descriptive-correlational and the statistical population was the students of Hamedan Azad University. The sample size was selected on the basis of Cochran's formula in 371 random rank families. The instrument consisted of Fredericks, Blumenfield and Paris (2004), Baran's Emotional Intelligence (1980), and Academic Self-Efficacy and Freeman (1988). Data analysis was done using simultaneous regression method and T2 hoteling with respect to presuppositions. Results showed that there is a positive and significant relationship between emotional intelligence components (except for optimism) and academic eagerness. The empathy component is the strongest predictor of passion Education is meanwhile, academic eagerness has a relationship with students' optimism score. (2) There is a positive and significant relationship between academic self-efficacy and academic eagerness. (3) Emotional intelligence and academic self-efficacy are predictors of academic eagerness. (3) Emotional intelligence and academic self-efficacy can predict academic eagerness, and the share of emotional intelligence is more than academic self-efficacy. (4) There was no difference between men and women in the two variables of self-efficacy and academic eagerness, the only difference was the high emotional intelligence of men. Emotional intelligence and academic self-efficacy predict academic eagerness. Given this finding, parents, authorities, and counselors will be provided with the emotional intelligence to ensure academic self-esteem and academic eagerness in the community and to benefit from long-term academic eagerness.