Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education     

Zhoc  Karen C. H.  King  Ronnel B.  Chung  Tony S. H.  Chen  Junjun 《European Journal of Psychology of Education - EJPE》2020,35(4):839-863

European Journal of Psychology of Education - The role of emotions in student engagement has been examined in many studies. However, little is known about how emotional intelligence (EI) is related...  相似文献   

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence     

Zhoc  Karen C. H.  Webster  Beverley J.  King  Ronnel B.  Li  Johnson C. H.  Chung  Tony S. H. 《Research in higher education》2019,60(2):219-244

Research in Higher Education - This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i)...  相似文献   

Intrinsic and extrinsic future goals: Their differential effects on students’ self‐control and distal learning outcomes     

Karen C. H. Zhoc  Ronnel B. King  Wilbert Law  Dennis M. McInerney 《Psychology in the schools》2019,56(10):1596-1613

Research on intrinsic and extrinsic future goals has mostly focused on their impact on wellbeing with relatively lesser attention being focused on key learning outcomes. This study investigates how the pursuit of different future goals (i.e., society‐, family‐, career‐, wealth‐, and fame‐oriented goals) affects students’ self‐control, and whether self‐control mediates the relationship between future goals and distal learning outcomes (i.e., students’ affect to school and academic achievement 1 year later). The study adopted a longitudinal design involving 8,354 secondary students from 16 schools in Hong Kong. Students had to complete English and Mathematics achievement tests and answer questionnaires measuring the key variables. Structural equation modeling analysis indicated intrinsic future goals were more adaptive compared to extrinsic ones. In particular, results revealed the importance of society‐oriented goal on self‐control and distal learning outcomes. Theoretical and practical implications are discussed.  相似文献