Sayed Samiha H
Department of Public Health, College of Health Sciences, Saudi Electronic University, Riyadh, Saudi Arabia.
Department of Community Health Nursing, Faculty of Nursing, Damanhour University, Damanhour, Egypt.
J Educ Health Promot. 2024 Apr 29;13:123. doi: 10.4103/jehp.jehp_965_23. eCollection 2024.
The role of emotional intelligence and learning motivation in shaping university students' academic outcomes has received greater attention, especially during the modernization era. Thus, this study investigates the mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes while examining the gender-conditional indirect effect.
A cross-sectional study was conducted in four randomly chosen cities in Saudi Arabia (Riyadh, Jeddah, Hail, and Yanbu), where 400 health science students were conveniently selected using equal allocation (100 students/campus). A digital survey was used for data collection (April-May 2022) containing three sections: Personal Characteristics and Academic Outcomes, Modified Schutte Self-Report Inventory, and Academic Motivation Scale.
Emotional intelligence positively correlated with learning motivation (r = 0.525, < 0.001) and academic outcomes (r = 0.153, < 0.001), where academic outcomes had a weak positive correlation with learning motivation (r = 0.115, = 0.014). Mediation analysis confirmed that emotional intelligence fully mediates the relationship between learning motivation and academic outcomes with an insignificant direct effect of learning motivation on academic outcomes [(β =0.049, = 0.573), 95% CI (-0.059, 0.144)]. The conditional indirect effect of gender significantly moderated 16.1% of the mediating effect of emotional intelligence [(β =0.161, = 0.005), 95% CI (0.035, 0.273)]. The significant indirect effect was proved for the male gender only [(β = 0.157, = 0.004), 95% CI (0.072, 0.240)]. No significant gender differences concerning emotional intelligence ( = 0.534) and academic outcomes ( = 0.466) were detected. However, male students had significantly higher learning motivation than female students ( < 0.001).
Emotional intelligence completely mediates the relationship between learning motivation and outcomes with a stronger mediating effect for male students. Thus, policymakers must focus on improving the students' emotional intelligence skills to boost their learning motivation and academic outcomes.
在塑造大学生学业成绩方面，情商和学习动机的作用受到了更多关注，尤其是在现代化时代。因此，本研究调查了情商在学习动机与学业成绩关系中的中介作用，同时检验了性别条件间接效应。
在沙特阿拉伯随机选取的四个城市（利雅得、吉达、哈伊勒和延布）进行了一项横断面研究，通过等额分配（每个校区100名学生）方便地选取了400名健康科学专业学生。2022年4月至5月使用数字调查问卷收集数据，该问卷包含三个部分：个人特征与学业成绩、修订版舒特自我报告量表和学业动机量表。
情商与学习动机呈正相关（r = 0.525，<0.001），与学业成绩呈正相关（r = 0.153，<0.001），学业成绩与学习动机呈弱正相关（r = 0.115，= 0.014）。中介分析证实，情商完全中介了学习动机与学业成绩之间的关系，学习动机对学业成绩的直接效应不显著[（β = 0.049，= 0.573），95%置信区间（-0.059，0.144）]。性别的条件间接效应显著调节了情商中介效应的16.1%[（β = 0.161，= 0.005），95%置信区间（0.035，0.273）]。仅在男性中证明了显著的间接效应[（β = 0.157，= 0.004），95%置信区间（0.072，0.240）]。未检测到情商（= 0.534）和学业成绩（= 0.466）方面的显著性别差异。然而，男生的学习动机显著高于女生（<0.001）。
情商完全中介了学习动机与学业成绩之间的关系，对男生的中介作用更强。因此，政策制定者必须专注于提高学生的情商技能，以增强他们的学习动机和学业成绩。
