Directions: Read the formulation of a research topic below and respond to questions 1-3.
Research Question: What is the relationship between emotional intelligence (EI) and academic achievement in undergraduate healthcare administration students?
EI will be measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT).
Academic achievement will be measured by current GPA.
H1: There is a statistically significant relationship between student MSCEIT scores and current GPA.
H0: There is no statistically significant relationship between student MSCEIT scores and current GPA.
H2: Student characteristics affect academic achievement.
H0: Student characteristics do not affect academic achievement.
Justification: Research suggests that student understanding and management of emotions are clearly linked with academic achievement (MacCann, Fogarty, Zeidner & Roberts, 2010). Additionally, it is hypothesized that higher emotional intelligence could predict grades via a link to coping with stressors such as assessments, group collaborations and the emotional demands of academic life (MacCann et al., 2010). While this concept has received attention from the fields of economics, social and emotional learning and positive psychology (MacCann et al., 2010), it has not been studied specifically in health care administration students.
|Variable name||Variable definition||Type (NOIR)||Range or coding||Descriptive measure(s)|
|GPA||Current GPA, at time MSCEIT is taken||0.0 – 4.0|
|MSCEIT Score||Total||0 – 100|
|Age||Students’ current age, reported by student||17 – 100|
|Sex||Male or Female, reported by student||Male = 1 Female = 0|
|Race||Students’ answer to survey question, “What is your race?”||White = 1 African American = 2 Hispanic = 3 Etc.|
MacCann, C., Fogarty, G.J., Zeidner, M. Roberts, R.D. (2010). Coping mediates the relationship between
emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36(60-70).
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