Journal article 1121 views 286 downloads
Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates
Kevin Deighton,
Joanne Hudson
,
Andrew J. Manley,
Mariana Kaiseler,
Laurie B. Patterson,
Zoe H. Rutherford,
Michelle Swainson
Journal of Further and Higher Education, Volume: 43, Issue: 4, Pages: 1 - 14
Swansea University Author:
Joanne Hudson
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DOI (Published version): 10.1080/0309877X.2017.1377161
Abstract
An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in universi...
Published in: | Journal of Further and Higher Education |
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ISSN: | 0309-877X 1469-9486 |
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2017
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URI: | https://cronfa.swan.ac.uk/Record/cronfa35087 |
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2020-08-11T17:41:24.1256274 v2 35087 2017-09-04 Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates 304341cf2cd1bdb99d7d6ccf0f030d99 0000-0003-4732-8356 Joanne Hudson Joanne Hudson true false 2017-09-04 STSC An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings. Journal Article Journal of Further and Higher Education 43 4 1 14 0309-877X 1469-9486 Engagement, attendance, grades, progression, support, academic achievement 31 12 2017 2017-12-31 10.1080/0309877X.2017.1377161 COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University 2020-08-11T17:41:24.1256274 2017-09-04T09:05:03.9182349 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences Kevin Deighton 1 Joanne Hudson 0000-0003-4732-8356 2 Andrew J. Manley 3 Mariana Kaiseler 4 Laurie B. Patterson 5 Zoe H. Rutherford 6 Michelle Swainson 7 0035087-04092017090706.pdf deighton2017.pdf 2017-09-04T09:07:06.1670000 Output 630351 application/pdf Accepted Manuscript true 2019-03-26T00:00:00.0000000 false eng |
title |
Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates |
spellingShingle |
Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates Joanne Hudson |
title_short |
Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates |
title_full |
Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates |
title_fullStr |
Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates |
title_full_unstemmed |
Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates |
title_sort |
Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates |
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304341cf2cd1bdb99d7d6ccf0f030d99 |
author_id_fullname_str_mv |
304341cf2cd1bdb99d7d6ccf0f030d99_***_Joanne Hudson |
author |
Joanne Hudson |
author2 |
Kevin Deighton Joanne Hudson Andrew J. Manley Mariana Kaiseler Laurie B. Patterson Zoe H. Rutherford Michelle Swainson |
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Journal of Further and Higher Education |
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43 |
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Swansea University |
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10.1080/0309877X.2017.1377161 |
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Faculty of Science and Engineering |
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Faculty of Science and Engineering |
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School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences |
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description |
An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings. |
published_date |
2017-12-31T03:43:33Z |
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1763752031899615232 |
score |
11.021648 |