The present research aims to study the cognitive intelligence and academic achievement of students in the College of Education using the method of random sampling. For the evaluation of cognitive intelligence, 200 students from different departments and levels have been investigated with the emotional intelligence scale of (Schutte scale) accomplished with the recorded results of students ’performance in the first semester.
The collected data are employed for statistical analysis, i.e. mean standard deviation, F test and Carl Pearson ratio with the moment of "effective correlation with efficiency".
The results demonstrated a significant positive correlation between cognitive intelligence and academic achievement among students. The results of the study resulted in the mean, standard deviations of emotional intelligence and academic achievement, where the average scores for the cognitive intelligence dimensions were (21.44, 20.70, 84.21, 64.21), respectively, and the mean degrees of cognitive intelligence as a whole (62. 85), and the average degree of academic achievement (92.88%). It was found that there is a positive relationship with statistical significance between cognitive intelligence with its four sub-components based on current research and academic achievement. The four emotional intelligence dimensions correlated with academic performance at a rate of (0.68, 0.65, 0.68, 0.73), respectively, and linked cognitive intelligence as a whole with academic achievement (0.85). Also, all correlation coefficients are statistically significant at the level of significance (0.01). This has been shown that the dimensions of emotional intelligence have a substantial impact on academic achievement, where the importance levels came below (0.05). The significance and validity of the regression model were for mathematical prediction, where the value of "F" (520.12), the level of importance (0.001), and the value of the determination coefficient (0.72), indicating that the independent variable explains a ratio (72%) of the value of the dependent variable. From the current research, it is clear that emotional intelligence has a significant impact on academic achievement, as the level of importance was less than (0.05).
مبارك الهبيدة, جابر
"العلاقة بين الذكاء الوجداني والإنجاز الاكاديمي لدى طلبة كلية التربية الاساسية بدولة الكويت,"
Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط: Vol. 36
, Article 8.
Available at: https://digitalcommons.aaru.edu.jo/jfe_au/vol36/iss4/8