Emotional Intelligence in Modifying Social and Academic Adjustment among First Year University Students in North Jordan
Bibliographic record
Abstract
The present study examines the influence of emotional intelligence training in increasing social and academicadjustment among first year university students in North Jordan. A total number of 289 first year universitystudents who were randomly selected from the two universities in North Jordan comprised both the experimentaland control group. The results of the study indicate significant mean differences between the two groups havingemotional intelligence as a variable. Additionally, the results indicate no significant differences betweenexperimental and control group on social and academic adjustment variables. Supported by no significant meandifference according to gender between participants but the results indicate significant mean differencesaccording to age between them. Although the descriptive statistics results show no significant differences asexpected; the experimental group is revealed to be more effective with participants in all the research variables.Therefore, it is recommended that emotional intelligence training should be utilized as adjunct strategy inenhancing student social and academic adjustment among adolescents and adult students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".