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.

The purpose of this research is to assess the effect of Voki, a tool of web 2.0 on students\' academic achievement and attitudes towards English courses. The study group of this research, using a quasi-experimental design with a pretest-posttest control group, consists of 5th-grade students at a public secondary school in the Merkezefendi district of Denizli province, Turkey. In the experiment group, the \"Party Time\" unit was taught via Voki-supported activities while the same unit was taught according to the current curriculum without using Voki in the control group. The entire process of the experiment lasted 6 weeks. In the study, the academic achievement test and attitude scale towards English courses (Cronbach\'s Alpha = 0.92) were used to measure dependent variables. The normality distributions of the data were examined after the data were collected, and it was decided to analyze the data through the mean, standard deviation, and independent-sample t-test. According to the results of the research, there was an increase in the achievement test scores of both groups in the English lesson. However, a statistically significant difference was observed in the speaking section of the experimental group in the achievement test. There was no significant difference between the attitudes of the groups towards English courses. It is therefore recommended that English teachers should use Voki application in speaking activities.