Iqbal Javed, Qureshi Naima, Ashraf Muhammad Azeem, Rasool Samma Faiz, Asghar Muhammad Zaheer
School of Education, Guangzhou University, Guangzhou, People's Republic of China.
Division of Education, University of Education, Lahore, Pakistan.
Psychol Res Behav Manag. 2021 Jun 29;14:905-920. doi: 10.2147/PRBM.S316664. eCollection 2021.
During the COVID-19 pandemic, there has been an increase in the use of digital platforms for educational purposes, and increased use of smartphones and social media has affected the academic performance of students. In this study, we explored how emotional intelligence can, directly and indirectly, influence academic performance, with academic social networking sites (ASNS) as a mediator.
A survey questionnaire comprising 42 items was used to collect data on emotional intelligence, ASNS, and academic performance. In total, 305 undergraduate university students participated in the study. Partial least squares structural equation modeling (SmartPLS-SEM 3.2.2) was used to measure the effects of emotional intelligence and ASNS.
Two dimensions of emotional intelligence, namely, self-regulation and self-awareness, showed significant positive effects on academic performance. Similarly, emotional intelligence and subscales of self-regulation, self-awareness and social skills showed a positive effect on ASNS. Likewise, ASNS showed a significant positive effect on academic performance. Looking at indirect influence, three dimensions of emotional intelligence, including self-regulation, self-awareness, and social skills, exerted a significant positive indirect influence on academic performance. Thus, outcomes of this study indicate that ASNS worked as a mediator between emotional intelligence and academic performance.
Emotional intelligence contributes directly and indirectly to increased academic performance. Together with emotional intelligence, ASNS played a positive and significant role in nurturing academic performance during the COVID-19 pandemic.
在新冠疫情期间，用于教育目的的数字平台使用有所增加，智能手机和社交媒体使用的增多影响了学生的学业表现。在本研究中，我们探讨了情商如何直接和间接地影响学业表现，并以学术社交网站（ASNS）作为中介变量。
使用一份包含42个条目的调查问卷来收集关于情商、学术社交网站和学业表现的数据。共有305名本科大学生参与了该研究。采用偏最小二乘结构方程模型（SmartPLS-SEM 3.2.2）来衡量情商和学术社交网站的影响。
情商的两个维度，即自我调节和自我意识，对学业表现有显著的正向影响。同样，情商以及自我调节、自我意识和社交技能的子量表对学术社交网站有正向影响。同样，学术社交网站对学业表现有显著的正向影响。从间接影响来看，情商的三个维度，包括自我调节、自我意识和社交技能，对学业表现有显著的正向间接影响。因此，本研究结果表明学术社交网站在情商和学业表现之间起到了中介作用。
情商直接和间接地有助于提高学业表现。在新冠疫情期间，学术社交网站与情商一起在培养学业表现方面发挥了积极且重要的作用。
