Navigating academic performance: Unravelling the relationship between emotional intelligence, learning styles, and science and technology self-efficacy among preservice science teachers

Abstract

This research investigated the effects of emotional intelligence, learning styles, and science and technology self-efficacy on academic performance. Ninety-one preservice science teachers enrolled in the Bachelor of Science degree programs (Science) in education at the University of Ghana for the academic year 2020–2021 participated in this research. The researchers collected data using grade point averages, the Science and Technology Self-Efficacy scale, and the Schutte Self Report Emotional Intelligence Test scale. Data were analyzed using mean, standard deviation, independent samples t-test, Pearson product moment correlation, and hierarchical multiple regression. The key findings in this research were that the study underscores the pivotal role of STEM field self-efficacy, especially for males, emphasizes the significance of nurturing confidence within the STEM field, and reveals a relationship between emotional intelligence and academic performance among preservice science teachers. This study adds to the literature examining factors influencing preservice science teachers' academic performance.

Keywords

• Emotional intelligence
• Gender
• Learning style
• Preservice science teachers
• Science and technology self-efficacy