Predicting Mathematics Achievement: The Role of Emotional Intelligence and the Academic Self-Concept
DOI:
https://doi.org/10.57125/FS.2024.09.20.04Keywords:
Achievement, emotional intelligence, mathematics, predictors, self-conceptAbstract
The longitudinal analysis of student performance in mathematics has consistently demonstrated a pattern of discouraging trends. This necessitated the examination of the student’s emotional intelligence along with their academic self-concept so as to determine how much they predict achievement in mathematics. In order to investigate the relationship between emotional intelligence, academic self-concept, and mathematics achievement in SSI students, a correlational research design was employed. The study population consisted of 2084 SSI students. Through a multi-stage sampling technique, a sample of 330 students was selected for participation in the study. The data was collected using the Emotional Intelligence Questionnaire (EIQ), Academic Self-Concept Questionnaire (ASCQ), and Mathematics Achievement Test (MAT). These instruments were validated and trial tested to ensure their trustworthiness. Research questions 1 and 2 were addressed through linear regression analysis, while research question 3 was tackled using multiple regression. The hypotheses were all evaluated using ANOVA. The result showed that the proportion of students’ academic achievement that can be attributed to emotional intelligence was low (4.1%), while that of academic self-concept was found to be moderate (11.8%). These variables jointly accounted for 7% of the achievements of the students in mathematics. Emotional intelligence and the academic self-concept were found to be significant to the students’ mathematics achievement. Based on these findings, curriculum planners should prioritise a holistic approach to education that emphasises the integration of social and emotional development alongside academic skills. Some of the responses provided by the participants may have been presented in a way that is socially acceptable rather than truthfully. The teachers were recommended to encourage project-based learning or problem-solving activities that allow students to apply mathematical concepts to solve practical problems, fostering a sense of accomplishment and boosting self-concept. An open line of communication should also be established among teachers, students, and parents, allowing for the discussion of emotional challenges and academic progress.
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