Investigating Effect of Students' and Coaches' emotional intelligence on

academic achievement with mediation of sport success

Análisis del efecto de la inteligencia emocional de estudiantes y entrenadores en el

rendimiento académico con mediación del

éxito deportivo

Aye Rizvandi,

Mona Farzadfar,

Erfan Arzhang

Assistant Professor of Sport Management, Department of Physical Education, Kermanshah

Branch, Islamic Azad University, Kermanshah, Irán

1,2

M.A Motor Behavior, Kermanshah Branch Department of Physical Education, Islamic Azad

University, Kermanshah, Irán

Orcid ID: https://orcid.org/0000-0002-5157-8107

Orcid ID: https://orcid.org/0000-0001-7682-5074

Orcid ID: https://orcid.org/0000-0001-9375-5530

Recibido: 15 de enero de 2020 Aceptado: 17 de abril de 2020

Abstract

This research aims to study the effect of students’ and coaches’ emotional intelligence (EI) on

academic achievement (AA) with mediation of sport success (SS). This is a causative research

and it is applied research in terms of the purpose. The population consists of second grade

students and their coaches. For sampling, 33 sport teams were identified that had 347 second

grade students, and the research questionnaires were distributed among them. The results

showed that EI of students and coaches have significant effect on SS. In addition, students’ EI

have a significant effect on AA. Also, the EI of students and coaches have indirect effect on

AA through SS. Finally, considering the importance of EI, coaches and students should

perceive the EI functions and aspects to utilize it in different situation.

Keywords: Emotional Intelligence, Academic Achievement, Sport Success, Students,

Coaches.

Resumen

La presente investigación tiene como objetivo estudiar el efecto de la inteligencia emocional

(IE) de los estudiantes y entrenadores en el rendimiento académico (RA) con la mediación del

éxito deportivo (ED). Esta es una investigación causal y es investigación aplicada en términos

Correspondencia al autor: Rizvandi.ie@gmail.com, rizvandi.aye@iauksh.ac.ir

Apuntes Universitarios, 2020: 10(3), julio-setiembre

ISSN: 2304-0335 DOI: https://doi.org/10.17162/au.v10i3.458

apuntesuniversitarios.upeu.edu.pe

ISSN 2312-4253(impresa)

ISSN 2078-4015(en línea)

del propósito. La población está compuesta por estudiantes de segundo grado y sus

entrenadores. Para el muestreo, se identificaron 33 equipos deportivos que tenían 347

estudiantes de segundo grado, y los cuestionarios de investigación se distribuyeron entre ellos.

Los resultados mostraron que la IE de los estudiantes y entrenadores tiene un efecto

significativo en el ED. Además, la IE de los estudiantes tiene un efecto significativo en el RA.

Además, la IE de estudiantes y entrenadores tiene un efecto indirecto en el RA a través de ED.

Finalmente, considerando la importancia de la IE, los entrenadores y los estudiantes deben

percibir las funciones y aspectos de la IE para utilizarla en diferentes situaciones.

Palabras clave: Inteligencia emocional, rendimiento académico, éxito deportivo, alumnos,

entrenadores.

Introduction

Education is one of the most important social institutions, which the quality of

performance of other social institutions largely depends on the performance in this institution

(Ebrahimi, 2016). The sensitivity of education, on the one hand, and the complexity of today's

world, on the other hand, demands that particular attention be paid to the teaching and learning

of students. Nowadays, the focus of education has shifted to nurturing motivated and strategic

students rather than providing educational programs or classroom behavior management

(Buela and Joseph, 2015), as students are the largest asset of any community and can drive the

progress and development through combining youth, science, and knowledge and the skills

learned (Salehi, 2015). In fact, today, motivating students to learn and maintain it may be one

of the main concerns of parents and teachers. From an educational point of view, it is also

important to create and maintain an enthusiastic motivation during learning and training

(Chamundeswari, 2013). Accordingly, it seems that the most important task of schools is to

provide students with qualitative experiences, to develop interest and involvement in

assignments and to enhance their skills and knowledge (Preeti, 2014). Students' success at

school is critical in any advanced society where education is at the center of socio-economic

growth (Buela and Joseph, 2015). Given the increasing momentum of communication and

changes in human society, it is no longer possible to train and educate students in the traditional

approaches (Arfara and Samanta, 2016) There is an extensive literature illustrating the impact

of educational acquisition on students' path of life (Katus and Mittu, 2011). Studies show that

personality and cognitive (individual) factors account for more than 70% and other variables,

including social and environmental factors describe 30% of variance in academic achievement

in students (Ebrahimi, 2016).

Sports has been very important throughout life and makes it a good place for people to

spend their leisure time and participate in sports has a great impact on promoting physical and

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mental health, generalizing health, preparing for self-defense, rejuvenating and achieving

success in their professional and occupational duties, so participating in sporting activities is

the best and healthiest way to dispel the emotions and maintain the health that is recommended

to all classes of society. Sports can improve one's attitude and thus enhance the occupational

capabilities and capacities (Shaabani-Bahar et al., 2013). However, improper sport can produce

negative outcomes such as anxiety, decreased enjoyment, and dropout. Emotional responses

are very important when participating in sports activities (Salehi, 2015). These emotional

responses in sport are influenced by many factors, including mental skills and intelligence that

have a positive effect on improving emotional responses (Birwatkar, 2014).

One of the most effective abilities to adapt to the changes and expectations of the present world

is the recognition of the different talents and abilities of individuals that can be the basis for

innovation and progress in all aspects of a society (Rangriz and Latifi, 2018). Emotional

intelligence is a set of abilities, abilities, and skills that prepare the individual to adapt to the

environment and achieve success in life, and is a kind of capacity for perception, expression,

understanding, application, and management of one's own and others' emotions. This concept

was first introduced by Salovay and Mayer (2001). They provide six components in emotional

intelligence: 1- Evaluating one’s emotions, 2- Evaluating of others’ emotions, 3- Expressing

emotions, 4- Adjustment of emotions, 5- Emotional utility in problem solving, 6- Emotional

adjustment of others (Shamsoddin and Rahman, 2014).

Studies in determining emotional intelligence have shown that emotional intelligence

is effective in improving students' personal skills (Mohammadi and Setaresanj, 2012). Thus,

schools have included activities such as sports championships, student research projects,

innovations and creativity to address these internal needs in school programs. Research has

been done to explain the relationship between emotional intelligence and academic

achievement in the world and in Iran and has often shown the relationship to be meaningful

(Mohammadi and Setaresanj, 2012; Salehi, 2015; Katus and Mito, 2011 and Chamundeswari,

2013). Emotional intelligence alone does not produce the success, but the fact is that the

formation of positive traits in the end can be a good predictor of success (Karimpour et al.,

2019). Therefore, emotional intelligence and athletic success can reduce students' learning

difficulties and help them to improve their learning quality (Goleman, 1977).

Studies conducted in this regard have paid less attention to the role of emotional

intelligence and sport success in learning and improving educational activities. In fact,

conducting this research in order to train the human resources for the future of the country and

the growth of social capital is of fundamentally necessary, as well as developing a model for

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understanding emotional intelligence and emotional intelligence dimensions and understanding

the relationship between emotional intelligence and sport success and academic achievement

of student is crucial. And if this relationship exists, it should be indicated scientifically,

objectively, and statistically. On the other hand, in this study, educators have been investigated

along with students to gain a better understanding of how emotional intelligence works. The

main issue in this study is to test the conceptual model of academic achievement and sport

success based on the emotional intelligence of coaches and high school students. The effects

of emotional intelligence on academic achievement and sport success are in fact independent

constructs but are highly correlated. Emotional intelligence is the ability to be aware of oneself,

to understand one's self and others and to be able to deal with extreme emotions and self-

management (Falahi and Rostami, 2012). The existence of emotional intelligence and emotion

in man is an undeniable reality, and the human right hemisphere is associated with emotional

intelligence that includes cases such as interest in happiness, fear of humiliation, and so on

(Accordions and Severinsson, 2010).

Figure 1. Research Model

Methodology

The current study is an applied research in terms of purpose, and it is a field study in

terms of data collection. The information and data required for each section are collected based

on the type of research method used. In the research and analysis of the theoretical foundations,

documentary studies and search in scientific databases were used, and the required data were

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collected by field method and questionnaire. The statistical population of this research is the

sports teams of Kermanshah Secondary School Students who are active in the field of futsal,

basketball, volleyball, and track and are member of a sports team. The total number of teams

is 33 and the total number of students is 347. In order to better study the target population,

sampling was done in a total counting way and questionnaire was distributed among all

qualified individuals. The research tools included three standard questionnaires whose

information is listed in Table (1).

Table 1. Research Questionnaire Information

Questionnaire

Variables

Number

of items

Rating system

Lang and

Low's

Emotional

Intelligence

(2002)

Self-perception

evaluation, use of

emotions, evaluation of

others' emotions,

emotion regulation

Likert five-point

scale

Student and

coach

Academic

Achievement

(Salehi, 2015)

No variables

Two values (yes/

no)

Student

Sports success

(Vaez

Mousavi,

2015)

Psychological

implementation,

attention, technique,

error sensitivity,

commitment, progress

Likert five-point

scale

Coach

In order to collect information, questionnaires for coaches were first distributed among

33 coaches. The coaches of these teams then distributed the research questionnaires to the

students. After collecting the data, the research data were entered into SPSS 23 software to

extract the initial analysis of descriptive statistics. In the final step, the data were entered into

Smart PLS 2 software to examine the relationships between the research variables.

Findings

The information about the research participants is as follows:

Table 2. Research Participant Information

Participants

Variable

Frequency

Frequency percent

Students

Father’s education

High school diploma

and lower

15.9%

8.6%

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Associate degree

PhD

Mother’s education

High school diploma

and lower

Associate degree

PhD

187

174

53.9%

15.6%

6.1%

20.2%

17.9%

50.1%

9.2%

2.6%

Coaches

Education level

Associate degree

PhD

Marital status

Single

Married

History of service

Below 5 years

6-10 years

11-16 years

17-20 years

Above 20

63.6%

27.3%

6.1%

69.7%

30.3%

27.3%

21.2%

33.3%

12.1%

6.1%

In addition, the GPA of students was 15.7 with a standard deviation of 1.61, and the

lowest GPA is 12 and the highest is 20. Then, structural equation test was used to investigate

the relationship between variables. The results of convergent validity and reliability of the

variables were extracted as follows.

Table 3. Convergent validity and reliability of variables

Variable

Cronbach's

alpha

Composite

reliability

Average

variance

extracted

(AVE)

Team success

0.987

0.988

0.761

Student’s EI

0.979

0.980

0.760

Coach’s EI

0.983

0.984

0.798

academic achievement

0.868

0.862

0.720

The results show that Cronbach's alpha is greater than 0.7 for all four variables and also

the composite reliability is greater than 0.7. Thus, all four variables are reliable. For divergent

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validity, it is observed that the AVE index for all four variables is greater than 0.5 and lower

than the composite reliability, indicating that the variables also have convergent validity. So,

in order to evaluate the divergent validity, the Fornell-Larcker matrix was used. AVE is in the

main diameter of the matrix, and there is correlation between the variables in other columns. If

the variable does not have divergent validity, and the original diameter is larger than its row

and column arrays, the results are as follows.

Table 4. Fornell-Larcker Matrix for convergent validity

Team

success

Student’s EI

Coach’s EI

Academic

achievement

Team success

0.872

Student’s EI

0.456

0.872

Coach’s EI

0.537

0.088

0.893

Academic achievement

0.582

0.700

0.379

0.849

The results show that for all four variables, the matrix diameter is larger than the other

arrays of the respective variable. Therefore, the validity does not have a high divergent validity,

and the divergence of the measurement can be rejected. Initially, the emotional intelligence

variable of the coach was measured by 16 questions. The results for the coach’s emotional

intelligence variable are as follows.

Figure 2. Factor loading and t-statistic between coach EI variable and related items

The factor loading indicates the impact rate of question on the variable, which must be

at least 0.4 to be effective. The t-statistic also indicates the significance level of factor loading

that must be greater than 1.96 to be significant. The results for the emotional intelligence

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variable show that for all questions the factor loading is greater than 0.4 and the t statistic is

greater than 1.96, so measuring the coach EI using these 16 questions is approved. The

following is a summary of the results related to the student's EI variable.

Figure 3. Factor loading and t-statistic between student EI variable and related items

As observed, all questions in this variable have a factor loading greater than 0.4 and a

t-statistic greater than 1.96. It indicates the suitability of the sample size in the study.

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Figure 4. Factor loading and t-statistic between team success variable and related questions

The results show that factor loadings for all questions are greater than 0.4 and t-statistic

is greater than 1.96. Therefore, measuring team success with these questions is acceptable. The

academic achievement variable was measured using 25 questions, and its results of

confirmatory factor analysis are as follows.

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Figure 5. Factor loadings and t statistics between academic achievement

and related questions

The results show that the academic achievement variable was correctly measured using

25 questions. The factor loadings for all questions are greater than 0.4 and the significance is

greater than 1.96. According to the results, all four variables of the research are validated in

terms of measurement model. The relationships between these variables are discussed below.

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Figure 6. Path coefficient and t-statistic of relationships between variables

The relationships between variables are shown in Table (5).

Table 5. Path coefficient and t-statistic of relationships between variables

Relation

Path

coefficient

Standard

deviation

T statistics

Significance

Result

Team Success ->

academic achievement

0.504

0.083

6.086

0.000

Has

effect

Student’s EI > Team

Success

0.507

0.120

4.169

0.000

Has

effect

Student’s EI > academic

achievement

0.739

0.081

9.091

0.000

Has

effect

Coach’s EI > team success

0.581

0.113

5.095

0.000

Has

effect

Coach’s EI > team success

0.112

0.160

1.301

0.169

No effect

According to Table 5, emotional intelligence variable has a significant effect on team

success and team progress, with the exception of coach’s EI that does not affect students'

academic achievement. Also, the effect of emotional intelligence of coaches and students on

academic achievement was mediated by team success, the results of which are as follows.

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Table 5. Indirect effect of EI variables on academic achievement

Relation

Path

coefficient

T statistics

Significance

student's EI > team success >

academic achievement

0.255

0.084

3.043

0.006

coach's EI > team success >

academic achievement

0.293

0.275

3.065

0.006

As observed, the emotional intelligence of the coach and the student indirectly has a

significant impact on academic achievement through to team success. To ensure the accuracy

of the results and to fit the model, there are indices that must be placed in the appropriate range.

Coefficient of determination and adjusted coefficient of determination of dependent variables

are given as follows.

Table 6. Coefficient of determination and adjusted coefficient of determination

of dependent variables

Variable

Coefficient of

determination

Adjusted coefficient of

determination

Team success

0.543

0.512

academic achievement

0.346

0.278

According to coefficient of determination for team success, it can be said that 54.3% of

team success is predictable with the coach's emotional intelligence and the student's emotional

intelligence. Also, the variables of teacher and student emotional intelligence and team success

can predict 34.6% of academic achievement. To fit the model, SRMR and NFI indexes were

used. The model has a good fit if value of SRMR is below 0.08 and NFI is greater than 0.9.

The model fit indexes are as follows.

Table 7. Fit model indexes

Index

Index value

Result

SRMR

0.033

Fit

NFI

0.986

Fit

The results show that the research model has a good fit and the results are valid.

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Discussion and Conclusion

The purpose of this research was to study the effect of teachers' and students' emotional

intelligence on students' academic achievement. The results showed that the emotional

intelligence of the coaches influenced the students' academic achievement. Chamundeswari

(2013) believes that emotional intelligence has a positive effect on students' academic

achievement. Arfara and Samanta (2016) believe that emotional intelligence improves students'

academic status by improving their mental capacities such as self-regulation. Self-regulation is

the psychological attribute by which one avoids abnormal behaviors and moves to shape correct

behaviors (Roy et al., 2013). In addition, Preeti (2013) on the function of emotional intelligence

on academic achievement believes that emotional intelligence can improve students' academic

ability, but the variables that influence academic achievement are extensive and it is likely that

students with lower levels of emotional intelligence have better academic status, but the point

is that students with higher levels of emotional intelligence are more likely to succeed in the

workplace. Therefore, students’ emotional intelligence is one of the factors that is essential for

enhancing students' academic success and career prospects (Vahidi et al., 2016).

On the other hand, the effect of coach EI on students' academic achievement was not

significant. The results of Mohammadi and Setaresanj (2012), Mehdi Nejad et al. (2017),

Akerjordet and Severinsson (2010) all support the effect of teacher’s emotional intelligence

and academic achievement. Team coaches are mostly engaged in students in the sport

environment and are less concerned with their academic affairs so it is natural that coaches

have less influence on students’ academic achievement than other research on teachers.

The results showed that emotional intelligence of coach and student had a significant effect on

sport success. Roy et al. (2013) believe that explaining emotional intelligence improves

motivation and desire for success in the individual, thus emotional intelligence has a positive

effect on the achievement of sport success. Birwatkar's (2013) research results also support this

relationship, believing that promoting self-regulation and regulating mental states will help

better decision-making in match and sport situations. On the other hand, emotional intelligence

reduces stress related to pre-sport events by improving mental states, thereby improving athlete

performance and contributing to sport success (Birwatkar, 2013). Therefore, emotional

intelligence in the athlete and coach can help to better understand the conditions of the

competition and improve the psychological capacity of the sport to succeed.

Moreover, the results showed that the emotional intelligence of coach and student

indirectly influenced academic achievement by sport success. Fabio and Kenny (2016) believe

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that people with higher levels of emotional intelligence are more concerned about their health

and well-being, which will help improve their working and educational conditions.

Lastly, considering the results, emotional intelligence, both in the coach and in the

students, can contribute to sport success and academic achievement. It is therefore essential for

coaches, teachers, and students to become familiar with the importance of emotional

intelligence and its functions so that they can benefit from it in different situations. Dolev and

Leshman (2016) believe that emotional intelligence is improved by training. Therefore, sport

federations and the education system should incorporate emotional intelligence training into

coaches’ and teachers' training programs and justify them well on the importance of emotional

intelligence.

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Revista de Investigación Apuntes Universitarios

2020: 10(3), 79 - 94

ISSN 2312-4253(impresa)

ISSN 2078-4015(en línea)