THE MEDIATING ROLE OF COGNITIVE FLEXIBILITY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-REGULATED LEARNING OF SENIOR HIGH SCHOOL STUDENTS

European journal of education studies Pub Date : 2024-04-01 DOI:10.46827/ejes.v11i5.5300

Linda Marial Florivic, Raymunda L. Apostol

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Abstract

The purpose of this study was to determine the mediating role of cognitive flexibility in the relationship between emotional intelligence and academic self-regulated learning. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 267 respondents of the study who are learners among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of cognitive flexibility, emotional intelligence, and academic self-regulated learning. Also, results revealed that there is a significant relationship between emotional intelligence and academic self-regulated learning, a significant relationship between emotional intelligence and cognitive flexibility, and a significant relationship between cognitive flexibility and academic self-regulated learning. Further, it was revealed that there is a partial mediating effect of cognitive flexibility on the relationship between emotional intelligence and academic self-regulated learning. Article visualizations:

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认知灵活性对高中生情商与学业自律学习关系的中介作用

本研究的目的是确定认知灵活性在情商与学术自我调节学习之间关系中的中介作用。本研究通过相关技术，采用定量、非实验设计，从267名受访者中获取数据，这些受访者是东达沃省Cateel 1和2公立小学的学习者。研究人员采用分层随机抽样技术和在线调查模式收集数据。研究人员还使用了平均值、Pearson r 和 Medgraph 等统计工具，并进行了 Sobel z 检验。研究结果表明，学生的认知灵活性、情商和学术自我调节学习水平都很高。研究结果还显示，情商与学业自我调节学习之间存在显著关系，情商与认知灵活性之间存在显著关系，认知灵活性与学业自我调节学习之间存在显著关系。此外，研究还发现，认知灵活性对情绪智力与学业自我调节学习之间的关系存在部分中介效应。文章可视化：

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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European journal of education studies

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