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Journal article 1197 views 301 downloads

Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates

Kevin Deighton, Joanne Hudson Orcid Logo, 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 Orcid Logo

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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...

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Published in: Journal of Further and Higher Education
ISSN: 0309-877X 1469-9486
Published: 2017
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URI: https://cronfa.swan.ac.uk/Record/cronfa35087
first_indexed 2017-09-04T13:02:54Z
last_indexed 2020-08-12T02:56:30Z
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spelling 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 EAAS 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 Engineering and Applied Sciences School COLLEGE CODE EAAS 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
author_id_str_mv 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
format Journal article
container_title Journal of Further and Higher Education
container_volume 43
container_issue 4
container_start_page 1
publishDate 2017
institution Swansea University
issn 0309-877X
1469-9486
doi_str_mv 10.1080/0309877X.2017.1377161
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str 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
document_store_str 1
active_str 0
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 2017-12-31T01:28:37Z
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