Bibliographic record
Abstract
The present study aimed to conduct a meta-analysis of the studies on the relationship between emotional intelligence (EQ) and academic success among students in Iran.In order to meet the purpose of the study, it was asked how the relationship between emotional intelligence and academic success is in Iran.In order to answer the research question of meta-analysisthe studies on the relationship between emotional intelligence (EQ) and academic success among students in Iran, fifteen articles which were reliable based on their research methods were selected from the electronic database of SID for meta-analysis.These articles included sixteen effect size in terms of the relationship between emotional intelligence (EQ) and academic success.Findings of the study indicated that the effect size of the relationship between emotional intelligence (EQ) and academic success in the articles published in SID, Iran was 0.543.Results of meta-analysis showed that the effect size of the relationship between emotional intelligence (EQ) and academic success in Iran based on Cohen's criteria was higher than average which showed the importance of reinforcing emotional intelligence (EQ) among the students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 1.000 | 0.999 |
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; both teacher heads agree on what is shown here.
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".