ЕФЕКТИ ЕМОЦИОНАЛНЕ ИНТЕЛИГЕНЦИЈЕ И СТРЕСА НА АКАДЕМСКО ПОСТИГНУЋЕ СТУДЕНАТА
DOI:
https://doi.org/10.22190/TEME250526001RKljučne reči:
емоционална интелигенција, академско постигнуће, стрес, студенти, ефектиApstrakt
Циљ студије је да се истражи ефекат емоционалне интелигенције и стреса на академско постигнуће студената. Подаци су прикупљени онлајн анкетом, а хипотезе су тестиране регресионом анализом. Узорак чини 254 студента различитих факултета и година студија у Србији. Откривен је значајан позитиван утицај емоционалне интелигенције на академско постигнуће студената преко њених компоненти: емпатија, мотивација и саморегулација. Откривен је статистички значајан негативан утицај емоционалне интелигенције на ниво стреса: студенти са вишим нивоом саморегулације и мотивације боље управљају стресом, док су студенти са вишим степеном емпатије изложени већем степену стреса. Стрес има статистички значајан негативан утицај на академски успех студената и медијаторску улогу између емоционалне интелигенције и академског постигнућа. Теоријски допринос студије огледа се у представљању налаза о диференцираном утицају елемената емоционалне интелигенције и стреса на академско постигнуће студената, о чему у домаћој литератури скоро да нема радова. Практична вредност истраживања огледа се у његовом потенцијалу да информише руководство високошколских установа, доносиоцe одлука и креаторе наставних програма, будући да постоје докази да укључивање емоционалне интелигенције и вештина управљања стресом у наставне планове може побољшати академски успех студената.
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