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All Journal Emerging Science Journal
Dimakos, Ioannis
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Environmental Science

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Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement Gkintoni, Evgenia; Dimakos, Ioannis; Nikolaou, Georgios
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-016

Abstract

Objectives: This study aims to investigate the relationship between Emotional Intelligence (EI) and academic achievement within educational settings. It seeks to determine how different EI models—specifically, Ability EI and Trait EI—impact students' academic performance, behavior, engagement, and motivation. The goal is to provide insights that can guide the integration of EI into educational practices to foster a more supportive and effective learning environment. Methods/Analysis: The study is based on a systematic review of sixty-four (64) peer-reviewed studies published between 2016 and 2023. These studies include randomized controlled trials (RCTs), longitudinal studies, and meta-analyses. The selected studies were analyzed to explore the effects of EI on various academic outcomes, including performance, behavioral engagement, and motivation. Findings: The analysis reveals that both Ability EI and Trait EI are positively associated with academic success. These models of EI appear to contribute significantly to the development of key skills such as emotional control, empathy, and problem-solving, which in turn support effective classroom management and academic achievement. The findings suggest that incorporating EI into educational curricula can lead to improved communication, better problem-solving abilities, and enhanced relationships between students and faculty. These improvements can create a more conducive learning environment and enhance overall academic outcomes. Novelty/Improvement: This study adds to the existing literature by offering a comprehensive review of recent studies that examine the role of EI in academic settings. It highlights the importance of implementing EI-focused interventions and curricula in schools, emphasizing the practical implications for educators and policymakers. Doi: 10.28991/ESJ-2024-SIED1-016 Full Text: PDF
Contributions of Neuroscience to Educational Praxis: A Systematic Review Gkintoni, Evgenia; Dimakos, Ioannis; Halkiopoulos, Constantinos; Antonopoulou, Hera
Emerging Science Journal Vol. 7 (2023): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2023-SIED2-012

Abstract

Objectives: In education, neuroscience is an interdisciplinary research field. It seeks to improve educational practice by applying brain research findings. Additional findings from the scientific fields of education, psychology, and neurophysiology aim to enhance the learning process and improve educational practices. The application of neuroscience to education involves neuroscientific and psychological knowledge. Methods/Analysis: In this systematic literature review, the final studies included in the analysis table are decided by searching databases according to predefined inclusion criteria. The PRISMA approach was utilized to study the relationship between neuroscience and the educational process and to optimize the educational process based on the relevant data. Findings: The review's findings emphasize the significance of integrating neuroscience into educational praxis and challenges and raise ethical concerns regarding its implementation in educational contexts. Novelty /Improvement: The discipline of educational neuroscience is associated with education, research, and the cognitive neuroscience of learning. Neuroscience can serve as the basis for education in a similar direction that biology serves as the basis for medicine, meaning that each field retains its innovation but cannot contravene the rules of the other. This study examines the relationship between neuroscience and educational praxis as well as how the educational community might bridge this gap to include prospective findings from neuroscientific research. Doi: 10.28991/ESJ-2023-SIED2-012 Full Text: PDF
Cognitive Insights from Emotional Intelligence: A Systematic Review of EI Models in Educational Achievement Gkintoni, Evgenia; Dimakos, Ioannis; Nikolaou, Georgios
Emerging Science Journal Vol. 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-016

Abstract

Objectives: This study aims to investigate the relationship between Emotional Intelligence (EI) and academic achievement within educational settings. It seeks to determine how different EI models”specifically, Ability EI and Trait EI”impact students' academic performance, behavior, engagement, and motivation. The goal is to provide insights that can guide the integration of EI into educational practices to foster a more supportive and effective learning environment. Methods/Analysis: The study is based on a systematic review of sixty-four (64) peer-reviewed studies published between 2016 and 2023. These studies include randomized controlled trials (RCTs), longitudinal studies, and meta-analyses. The selected studies were analyzed to explore the effects of EI on various academic outcomes, including performance, behavioral engagement, and motivation. Findings: The analysis reveals that both Ability EI and Trait EI are positively associated with academic success. These models of EI appear to contribute significantly to the development of key skills such as emotional control, empathy, and problem-solving, which in turn support effective classroom management and academic achievement. The findings suggest that incorporating EI into educational curricula can lead to improved communication, better problem-solving abilities, and enhanced relationships between students and faculty. These improvements can create a more conducive learning environment and enhance overall academic outcomes. Novelty/Improvement: This study adds to the existing literature by offering a comprehensive review of recent studies that examine the role of EI in academic settings. It highlights the importance of implementing EI-focused interventions and curricula in schools, emphasizing the practical implications for educators and policymakers. Doi: 10.28991/ESJ-2024-SIED1-016 Full Text: PDF
Co-Authors Antonopoulou, Hera Gkintoni, Evgenia Halkiopoulos, Constantinos Nikolaou, Georgios