Document Details
|
Document Type |
: |
Thesis |
|
Document Title |
: |
EMOTIONAL INTELLIGENCE AND SELF-EFFICACY AS PREDICTORS OF MOTIVATION FOR ACHIEVEMENT AMONG A SAMPLE OF FEMALSTUDENTS AT KING ABDULAZIZ UNIVERSITY الذكاء الانفعالي والكفاءة الذاتية كمنبئات بالدافع للانجاز لدى عينة من طالبات جامعة الملك عبد العزيز |
|
Subject |
: |
Faculty of Arts and Humanities |
|
Document Language |
: |
Arabic |
|
Abstract |
: |
The current study aimed at recognizing both emotional intelligence and self-efficacy capability of predicting motivation for achievement of a sample of King Abdulaziz University female students, and recognizing differences in degrees of emotional intelligence according to some demographic variables (parents' level of education, scientific specialization), as well as recognizing differences in degrees of self-efficacy according to some demographic variables (parents' level of education, scientific specialization), and recognizing differences in degrees of motivation for achievement according to some demographic variables (parents' level of education, scientific specialization).
Sample of the Study
The sample of the study consisted of 400 female students of King Abdulaziz University in Jeddah divided into 200 female students (scientific section), and 200 female students (literary section) that were randomly selected.
Approach and Statistical Techniques
The study used the correlational descriptive approach, and some of the statistical techniques used in the study are:
- T-Test for two independent samples for testing differences among female students according to scientific specialization (scientific – literary)
One-way analysis of variance -
Scheffe Test-
Simple regression analysis-
Tools of the Study
Emotional intelligence scale, prepared by Rasha El-Didi(2005)
Scale of general self-efficacy, prepared by Nihad Mahmood(2016)
Motivation for achievement scale, prepared by Mimi Ahmad(2015)
Results of the Study
The current study reached a number of findings as follows:
1- The existence of a statistically significant effect of the total score of emotional intelligence on the motivation for achievement, as (f) value was (6.627), that was statistically significant at level of 0.01 which signifies the possibility of predicting motivation for achievement through the regression model of emotional intelligence.
2- The existence of a statistically significant effect of the total score of self-efficacy on motivation for achievement, as (f) value was (12.462), that was statistically significant at level of 0.01, which signifies the possibility of predicting motivation for achievement through the regression model of self-efficacy.
3- The existence of differences in emotional intelligence according to the specialization variable, in favor of female students of literary specialization, as the (t) value was (2.274), which was statistically significant at level of 0.05
4- There were no differences in level of emotional intelligence according to the variable of father's level of education, as (f) value was (0.730) at significance level bigger than 0.05
5- There were no differences in level of emotional intelligence according to the variable of mother's level of education, as (f) value was(1.162) at significance level bigger than 0.05
6- The existence of differences in self-efficacy according to the specialization variable, in favor of female students of scientific specialization, as (t) value was (3.916), which was significant at level 0.01
7- The existence of differences in self-efficacy according to the variable of father's level of education, as (f) value was (2.689) which was significant at level 0.01
8- There were no differences in level of self-efficacy according to the variable of mother's level of education, as (f) value was (1.255) at significance level bigger than 0.05
9- There were no differences in level of motivation for achievement according to the variable of specialization, as (t) value was (0.593), at significance level bigger than 0.05
10- There were no differences in level of motivation for achievement according to the variable off ather's level of education, as (f) value was (0.831) at significance level bigger than 0.05
11- There were no differences in level of motivation for achievement according to the variable of mother's level of education, as (f) value was (0.650) at significance level bigger than 0.05
Recommendations of the Study
The necessity of incorporating achievement-based activities into female faculty staff and students' development programs, and increasing such studies and researches for all categories of society, including those of special needs, low achievers, or having learning difficulties, as well as providing programs for developing and improving emotional intelligence and self-efficacy of female university students and their parents. Additionally, the necessity of incorporating skills of emotional intelligence into academic curricula as one of the important aspects of the educational process, in order to promote the level of educational process and develop this aspect among the students in a better way.
Key words:
Emotional intelligence – self-efficacy – motivation for achievement |
|
Supervisor |
: |
D. Mariam Saleh Othman |
|
Thesis Type |
: |
Master Thesis |
|
Publishing Year |
: |
1441 AH
2020 AD |
|
Added Date |
: |
Wednesday, June 17, 2020 |
|
Researchers
| رحمه علي الزهراني | Alzahrani, Rahmah Ali | Researcher | Master | |
|
Back To Researches Page
|