PDF(Pubmed)
Abstract：
BACKGROUND: Emotional and spiritual intelligence are crucial factors in enhancing individuals\' knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis.
METHODS: A search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.
RESULTS: The overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26-16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08-140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18-0.51) and r = 0.50 (95% CI: 0.28-0.67), respectively.
CONCLUSIONS: Emotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students\' academic achievement.
METHODS: A search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.
RESULTS: The overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26-16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08-140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18-0.51) and r = 0.50 (95% CI: 0.28-0.67), respectively.
CONCLUSIONS: Emotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students\' academic achievement.
摘要：
背景：情感和精神智力是提高个人知识和学业成绩的关键因素。本研究旨在考察精神智力之间的相关性，情商,通过系统的回顾和荟萃分析和学生成绩。
方法：在PubMed中进行了搜索，Scopus,WebofScience,SID,以及2007年至2022年12月的GoogleScholar数据库。效应大小(EF)包括情绪智力的平均值和标准差，精神智慧，学生成绩和精神智力之间的相关系数，情商,和学生成绩。随机效应模型被用来汇集结果，采用Q检验和I2指数评估异质性。使用对数变换将相关系数转换成标准数据(Z)。
结果：大学和学校学生的教育成就的总体平均得分为15.91（95％CI：15.26-16.78）。精神和情绪智力的平均得分为138.27（95％CI：129.19-147.35）和128.94（95％CI：117.08-140.80），分别。精神智力之间的相关系数，情商,学生成绩分别为r=0.36(95%CI:0.18-0.51)和r=0.50(95%CI:0.28-0.67)，分别。
结论：情绪和精神智力是大学和学校学生教育成就的独立预测因素。因此,情感和精神智力的提高可以促进学生的学业成就。
方法：在PubMed中进行了搜索，Scopus,WebofScience,SID,以及2007年至2022年12月的GoogleScholar数据库。效应大小(EF)包括情绪智力的平均值和标准差，精神智慧，学生成绩和精神智力之间的相关系数，情商,和学生成绩。随机效应模型被用来汇集结果，采用Q检验和I2指数评估异质性。使用对数变换将相关系数转换成标准数据(Z)。
结果：大学和学校学生的教育成就的总体平均得分为15.91（95％CI：15.26-16.78）。精神和情绪智力的平均得分为138.27（95％CI：129.19-147.35）和128.94（95％CI：117.08-140.80），分别。精神智力之间的相关系数，情商,学生成绩分别为r=0.36(95%CI:0.18-0.51)和r=0.50(95%CI:0.28-0.67)，分别。
结论：情绪和精神智力是大学和学校学生教育成就的独立预测因素。因此,情感和精神智力的提高可以促进学生的学业成就。
