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Title

THE RELATIONSHIP BETWEEN COGNITION INTELLIGENCE AND EMOTIONAL INTELLIGENCE WITH ACADEMIC ACHIEVEMENT OF STUDENTS IN SIXTH GRADE AT PRIMARY SCHOOL

Pages

 Start Page 52 | End Page 59

Abstract

 Controversial reports are available about the relationship between COGNITION INTELLIGENCE and EMOTIONAL INTELLIGENCE with ACADEMIC ACHIEVEment. Since these reports are mainly based on studies in high school students, this study was aimed to the relationship between COGNITION INTELLIGENCE and EMOTIONAL INTELLIGENCE with ACADEMIC ACHIEVEment of students in sixth grade primary school. In a correlation study, sample of 110 male students were selected through goal-oriented sampling procedure from primary school in Varamin province and allocated into two equal groups. Yearly total average in fifth grade of the one of groups was more than 19 and other group was lower than 13. To collect the data, were used Wechsler intelligence test and Bradberry-Greaves EMOTIONAL INTELLIGENCE test. Data were analyzed by using Pearson correlation and step wise regressions. The findings showed that COGNITION INTELLIGENCE and EMOTIONAL INTELLIGENCE have a positive and signification relationship with ACADEMIC ACHIEVEment. COGNITION INTELLIGENCE and EMOTIONAL INTELLIGENCE predicted 52 percent of variance of ACADEMIC ACHIEVEment in students with average of more than 19, while these two variables predicted 51 percent of variance of ACADEMIC ACHIEVEment in students with average of lower than 13. COGNITION INTELLIGENCE had the most contribution in prediction of ACADEMIC ACHIEVEment into each two groups. The results indicated that COGNITION INTELLIGENCE and EMOTIONAL INTELLIGENCE have highly importance in the ACADEMIC ACHIEVEment. Also, it seems that ACADEMIC ACHIEVEment is influenced by interaction effects of other factors.

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