4.4 Evidence Flashcards
Intelligence and Educational Attainment
Emotional Intelligence and AcademicAchievement: The Moderating Infuence of Age, Intrinsic and Extrinsic Motivations.
Ogundokun and Adeyemo
In the African context, a number of studies have been done and according to the literature reviewed emotional intelligence
was reported to have a significant positive correlation with academic achievement. Ogundokun and Adeyemo (2010)
designed a study in Nigeria to investigate the influence of emotional intelligence and academic motivation on learning
outcomes of students in secondary schools. The study used descriptive survey research design using a sample of 1563
students (826 male and 737 female) between the ages of 12 and 17 years. Descriptive statistics were used to analyze data.
Ogundokun and Adeyemo established that emotional intelligence, academic motivation and age predicted academic
achievement with a significant positive correlation.
The results that emotional intelligence and academic achievement are significantly related support some of the literature
reviewed in chapter two. Consistent results for the relationship between emotional intelligence and academic achievement
have been reported for samples of secondary school students, college students and university students. Yahaya et al. (2011)
reported that the five domains of emotional intelligence namely self-awareness, emotional management, self-motivation,
empathy and interpersonal skills were significantly related to academic achievement. In the study, self- awareness, selfmotivation and empathy accounted for the greatest variation in academic achievement. Similar results were obtained by Roy
(2013) in India using a sample of secondary school students. The researcher established that different levels of emotional
intelligence predicted different levels of academic motivation and academic achievement. The positive relationship may be
attributed to the fact that when students are able to recognize their emotions and those of others, they are able to exercise
self-control and maneuver successfully through academic challenges. As a result the students will be able to develop
academic competencies for better learning outcomes.
A study carried out by Maraichelvi and Rajan (2013) among university students reported that all the domains of emotional intelligence
were significantly related to academic achievement. Yunu (2014) also found similar results among college students in South
Korea. However, contradictory findings on the relationship between emotional intellect and academic performance have also
been reported.
Robbins Report (1961-1963)
The Report recommended an expansion in university provision to allow all suitably qualified candidates an opportunity for higher education should they wish it.
It postulated the need for a co-ordinated system of higher education; and it laid down the requirements that the system should provide for those who had the qualifications and the willingness to pursue higher education; that it should ensure equal academic awards for equal performance; that it should eliminate artificial differences of status and recognise hierarchy only in so far as it was based on function and attainment; that it should ensure ease of transfer for students, as well as freedom of development and flexibility of organisation for institutions; and finally, that it should encourage the cultivation of high excellence.
Argued that social class was a significant factor in achievement: of UK students with a similar IQ -more than twice as mc students went on to study degree level than their wc peers.
Predicting Long-Term Growth in Students’ Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies
Murayama etal
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students’ mathematics achievement over 5 years.
Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no
relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth.
Programme for International Student Assessment (PISA)
PISA is an international survey carried out every three years which aims to evaluate education systems worldwide by testing the skills and knowledge of 15 year old students.
It is run by the Organisation for Economic Cooperation and Development, an intergovernmental body with 35 members. 15 y/o students in OECD countries and others take tests in science, mathematics and reading, and also collaborative learning and financial literacy.
PISA provides comparable data for the countries involved to assess how their education systems are doing compared to those of other countries and to develop better policies.
Education systems vary enormously in policies in many different ways, so it’s difficult to be certain of causal factors. However, PISA data has led to an evidence based debate about what type of educational systems produce the best results and has enabled countries to learn from each others experiences.
