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The effects of emotional intelligence, family environment and learning styles on social-science learning outcomes: An empirical analysis

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dc.citedby4
dc.contributor.authorSalamahen_US
dc.contributor.authorPurwaningsihen_US
dc.contributor.authorJandra M.en_US
dc.contributor.authorSentono T.en_US
dc.contributor.authorHuda M.en_US
dc.contributor.authorMaseleno A.en_US
dc.contributor.authorid57215577587en_US
dc.contributor.authorid57212610428en_US
dc.contributor.authorid55509129600en_US
dc.contributor.authorid57212601750en_US
dc.contributor.authorid56712456800en_US
dc.contributor.authorid55354910900en_US
dc.date.accessioned2023-05-29T07:28:24Z
dc.date.available2023-05-29T07:28:24Z
dc.date.issued2019
dc.descriptionEmotional intelligence; Students; Empirical analysis; Family environment; Indonesia; Junior high schools; Learning Style; Quantitative research; Sampling method; Science learning; Economic and social effectsen_US
dc.description.abstractThis research aims to determine the effects of Emotional Intelligence, Family Environment, and Learning Styles on Social-Science Learning Outcomes of the eighth-grade students of state junior high schools in Panggang District, Gunungkidul Yogyakarta, Indonesia. This is quantitative research where the population is 401 students at junior high schools. The research sample was taken from the population, with a total of 101 students. The schools from where the sample was taken were determined using the purposive sampling method. The analysis results show that: 1) Emotional Intelligence positively and significantly affects Social-Science Learning Outcomes of the Eighth-Grade Students of State Junior High Schools with the R2 value by 0.088 and the Fcount value by 9.594. 2) Family Environment positively and significantly affects Social-Science Learning Outcomes of the Eighth-Grade Students of State Junior High Schools in the Academic Year of 2013/2014, with the R2 value by 0.103 and the Fcount value by 11.337. 3) Learning Styles positively and significantly affect Social-Science Learning Outcomes of the Eighth-Grade Students of State Junior High Schools with the R2 value by 0.097 and the Fcount value by 10.630. 4) Emotional Intelligence, Family Environment and Learning Styles together positively and significantly affect Social-Science Learning Outcomes of the Eighth-Grade Students of State Junior High Schools with the R2 value by 0.163 and the Fcount value by 6.287. � 2019 Mattingley Publishing. All rights reserved.en_US
dc.description.natureFinalen_US
dc.identifier.epage4386
dc.identifier.issue11-Dec
dc.identifier.scopus2-s2.0-85077199012
dc.identifier.spage4374
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85077199012&partnerID=40&md5=5f146397b4acb4971b9e448229a659ef
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/24894
dc.identifier.volume81
dc.publisherMattingley Publishingen_US
dc.sourceScopus
dc.sourcetitleTest Engineering and Management
dc.titleThe effects of emotional intelligence, family environment and learning styles on social-science learning outcomes: An empirical analysisen_US
dc.typeArticleen_US
dspace.entity.typePublication
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