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Being Smart Only Takes You So Far
Research indicates that IQ and training account for as little as 20% of the difference between star performers and ordinary employees. The remaining 80% is attributable to emotional intelligence. And when it comes to success in leadership, emotional intelligence is known as the 90% factor. Leaders must also hold employees accountable for how they do their work. Because of the enormous impact emotional intelligence has on career success, leaders must be prepared to provide coaching. Leadership development programs should include elements that emphasize emotional intelligence. The program must engage leaders in the development of their own emotional intelligence. Leaders must also develop the courage to have difficult conversations. The lack of an effective coaching model is one reason managers avoid corrective feedback. Leaders should make conversations about performance the focal point of their performance management system. Coaching is nothing more than having frequent conversations about performance and emotional intelligence.
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College Students' Academic Stress and its Relation to Their Anxiety, Time Management and Leisure Satisfaction
This paper investigated the interrelationship among academic stress, anxiety, time management, and leisure satisfaction among 249 university undergraduates by age and gender. Time management behaviors had a greater buffering effect on academic stress than leisure satisfaction activities. Significant gender differences existed among all the measures. Females had more effective time management behaviors than males, but also experienced higher academic stress and anxiety. Males benefited more than females from leisure activities. Freshmen and sophomore students had higher reactions to stress than juniors and seniors. Anxiety, time management, and leisure satisfaction were all predictors of academic stress in the multivariate analysis. Anxiety reduction and time management in conjunction with leisure activities may be an effective strategy for reducing academic stress in college students.
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Community College Student Success: The Role of Motivation and Self-Empowerment
Nationwide, low percentages of community college students graduate. Although community colleges' higher percentages of low income, academically underprepared, non-traditional, and minority students are often cited as the reason for low graduation rates, this study sought to examine common characteristics of community college students who do graduate. The qualitative study included interviews of community college graduates from a large, public community college in the Southeastern United States, as well as interviews of faculty and staff members at the institution. The students in this study were found to have the following characteristics in common: clear goals, strong motivation and a drive to succeed, ability to manage external demands, and self-empowerment.
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Factors Influencing Academic Success and Self-Esteem Among Diverse College Students
his study explores the predictors of academic success and self-esteem among respondents in an academic setting. The hypotheses were evaluated using structural equation modeling. Findings indicate that personality traits may influence the endogenous variables in utilized model.
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Factors Influencing University Student Academic Success
Ensuring student success has been a ubiquitous and enduring goal of institutions of higher education, making it paramount to identify how this goal can be achieved. The researchers identified social integration, perceived institutional commitment to student success, and academic preparedness as potential predictors of student academic success. A n ordinal regression model was used to test the relationship between the predictor variables and class grade. A sample of students enrolled in a freshmen-level general education, gateway course was surveyed. Perceived commitment of the institution to student welfare and social integration were not statistically significant. However, academic preparedness was found statistically significant in predicting the acute measure of academic success. These findings suggest that, in the quest to ensure student success, social integration and commitment should be considered secondary factors to academic preparation.
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How Stress-Related Factors Affect Mental Wellbeing of University Students : A Cross-Sectional Study to Explore the Associations Between Stressors, Perceived Stress, and Mental Wellbeing
Lowered mental wellbeing of students is a growing health and societal problem. Experiencing high levels of stress for a longer period of time has been associated with an increased risk for lower mental wellbeing and mental health problems. To reduce stress and improve mental wellbeing it is important to understand how various sources of stress are related with mental wellbeing and which factors can buffer the impact of stress on mental wellbeing.
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The Impact of Stress on Academic Success in College Students
The purpose of this article is to provide a discussion on stress and how it can prevent students from being successful in fulfillment of their educational goals. The literature is supportive of the fact that stress places demands on an individual, and in response to the stress, the body attempts to adapt to the stressful experience to maintain a sense of normalcy (Selye, 1974). Another common theme in the literature is that college students are faced with a unique set of stressors that may be overwhelming, thus altering the ability to cope with a situation. Strategies to reduce stress have been associated with academic success in college students
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The Mediating Roles of Time Management and Learning Strategic Approach in the Relationship Between Smartphone Addiction and Academic Procrastination
Purpose: Smartphone is an indispensable everyday tool for college students, while excessive usage of smartphones may lead to negative outcomes, such as academic procrastination. Previous research has suggested that smartphone addiction is a predisposing factor for procrastination. To further understand the above relationship, structural equation model analysis was used to examine the mediating effects of time management and learning strategic approach in the association with smartphone addiction and academic procrastination.
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Relationships Between Academic Success and Health & Illness in College Students
This study investigated relationships between academic success and aspects of health and illness in college students. College juniors and seniors completed a survey addressing ratings of health, measures of sleep, mental health, screen time, the frequency of illness-related absences and access of healthcare. Measures of academic performance (GPA and academic status) were gathered from university records. Significant relationships to academic performance were found for overall health, sleep, mental health, time accessing social media, and frequency of accessing healthcare and school due to illness. Collectively, health measures predicted 10% of the variance in GPA.
