Journal of Educational Studies (Nov 2024)
The relationship between emotional intelligence, attitude toward Christianity, and academic performance in religion and civic education
Abstract
Emotional intelligence (EI) and academic performance have been studied for decades. EI is the ability to manage one’s emotions and influence those of others. Academic performance includes marks and grades. Research suggests that emotional intelligence plays a significant role in shaping students’ educational outcomes. In this cross-sectional study, we explore a new aspect of the equation by analyzing the connection between attitude towards Christianity and the two factors mentioned earlier - emotional intelligence and academic performance in rural and urban areas. The research aimed to investigate the relationship between three variables in the religious education system. The study included 252 students from nine Adventist primary schools in Romania, in grades 3 and 4, aged 9-12 years. There is a strong positive correlation between academic performance and emotional intelligence and Attitude toward Christianity in Civics (r = .166; p = .008; r = .173; p = .006), as well as a significant relationship between emotional intelligence and attitudes toward Christianity (r = .370, DF = 250, p < .001). The evidence suggests that the significant relationship between emotional intelligence and attitudes toward Christianity indicates that religious beliefs may play a role in emotional well-being and academic success. There are notable differences in educational achievements among rural areas and urban areas in Civics (t = 3,4834, p = .001) and Religion (t = 2,9509, p = .004), emphasizing the need for tailored interventions and support systems to address the unique challenges rural students face. To promote academic success and inclusive learning environments, it’s crucial to address the interplay between emotional intelligence, religious attitudes, and rural educational settings.
