TY - JOUR
T1 - Navigating academic performance
T2 - Unravelling the relationship between emotional intelligence, learning styles, and science and technology self-efficacy among preservice science teachers
AU - Amponsah, Kwaku Darko
AU - Adu-Gyamfi, Kenneth
AU - Awoniyi, Florence Christianah
AU - Commey-Mintah, Priscilla
N1 - Publisher Copyright:
© 2024 The Author(s)
PY - 2024/5/15
Y1 - 2024/5/15
N2 - This research investigated the effects of emotional intelligence, learning styles, and science and technology self-efficacy on academic performance. Ninety-one preservice science teachers enrolled in the Bachelor of Science degree programs (Science) in education at the University of Ghana for the academic year 2020–2021 participated in this research. The researchers collected data using grade point averages, the Science and Technology Self-Efficacy scale, and the Schutte Self Report Emotional Intelligence Test scale. Data were analyzed using mean, standard deviation, independent samples t-test, Pearson product moment correlation, and hierarchical multiple regression. The key findings in this research were that the study underscores the pivotal role of STEM field self-efficacy, especially for males, emphasizes the significance of nurturing confidence within the STEM field, and reveals a relationship between emotional intelligence and academic performance among preservice science teachers. This study adds to the literature examining factors influencing preservice science teachers' academic performance.
AB - This research investigated the effects of emotional intelligence, learning styles, and science and technology self-efficacy on academic performance. Ninety-one preservice science teachers enrolled in the Bachelor of Science degree programs (Science) in education at the University of Ghana for the academic year 2020–2021 participated in this research. The researchers collected data using grade point averages, the Science and Technology Self-Efficacy scale, and the Schutte Self Report Emotional Intelligence Test scale. Data were analyzed using mean, standard deviation, independent samples t-test, Pearson product moment correlation, and hierarchical multiple regression. The key findings in this research were that the study underscores the pivotal role of STEM field self-efficacy, especially for males, emphasizes the significance of nurturing confidence within the STEM field, and reveals a relationship between emotional intelligence and academic performance among preservice science teachers. This study adds to the literature examining factors influencing preservice science teachers' academic performance.
KW - Emotional intelligence
KW - Gender
KW - Learning style
KW - Preservice science teachers
KW - Science and technology self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85191159035&partnerID=8YFLogxK
U2 - 10.1016/j.heliyon.2024.e29474
DO - 10.1016/j.heliyon.2024.e29474
M3 - Article
AN - SCOPUS:85191159035
SN - 2405-8440
VL - 10
JO - Heliyon
JF - Heliyon
IS - 9
M1 - e29474
ER -