Multifactor higher education model taking into account the level of emotional intelligence

Abstract

Introduction and research problem. Determining the criteria for training efficiency or learning outcomes is one of the primary tasks in the analysis of training efficiency. Despite a significant amount of studies on this topic, there are no clear criteria for determining the factors affecting the quality of education. The research purpose is to develop multifactorial higher education models taking into account teachers and students’ emotional intelligence and determine their impact on training efficiency. Materials and methods. More than 800 students from all faculties of the Financial University and more than 100 teachers took part in the study. The dependence of training efficiency on three factors was taken as a basis. Firstly, there are factors related to the educational process (student’s grade-point average (GPA), teacher’s average rating according to the results of the survey “Teacher as Viewed by Students”, etc.). Secondly, socio-cultural factors consisting of indicators of a content-methodological component, a communicative-informational component, a leisure-household component, a creative component, etc. Thirdly, the factors responsible for assessing the emotional intelligence of a student and a teacher. The influence of these factors on students’ performance is statistically analyzed. Two regression models were developed using 375 responses from teachers and students of the Financial University. Results and discussions. Factors that significantly affect the quality of student learning were identified. The resulting indicator is a student’s GPA for the summer examination period of the 2020-2021 academic year (PA_LS) is directly dependent on the following factors: an indicator of decrease in a teacher’s average rating according to the results of the survey “Teacher as Viewed by Students” (IPSGS); an indicator of the content-methodological component (QMC); a student’s GPA on the previous midterm assessment (PA_ZS). PA_LS is inversely related to the emotional intelligence decline indicator (ISEI); the difference between the average value of emotional intelligence of the teachers who taught the students and the emotional intelligence of this student (ROEI); teachers’ average rating based on the results of the survey “Teacher as Viewed by Students” (PGS_2020) and the level of teachers’ emotional intelligence (EI_t_2020). A very high level of significance of the regression equation was obtained, which corresponds to the level of significance α=1.80∙10-75. Moreover, most of the indicated coefficients of the regression equation are significantly different from zero at a significance level of less than 0.05. Conclusions. The study of the influence of teachers and students’ emotional intelligence on training efficiency showed that there is a statistical relationship between them. The developed multifactorial models made it possible to identify the relationship between an increase in students’ knowledge and a teacher’s change, a decrease in his/her emotional intelligence and students’ general emotional intelligence. The degree of influence of the results of the previous examination period on training efficiency was determined, and a slight positive dependence of a grade for current academic performance on the creative component of students’ sociocultural conditions was noted. The use of modeling various components of the educational process on private models using various methods for their development will allow determining the dependences between them and effectively using the results obtained in the management of the educational process. The developed multifactorial higher education models make it possible to assess the existing relationships between teachers and students’ emotional intelligence and various components of the educational process. The obtained modeling results can be directed and effectively used in the academic governance.