Document Type : Research Paper
Authors
1 Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
2 Department of Educational Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran
Abstract
The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all the female students of the first secondary level in the 14th district of Tehran in the academic year of 2001-2001 (N = 8858). Voluntary sampling method was used. All of them completed Neo's five-factor personality questionnaire (1985), Schering's emotional intelligence (1999), Guardia et al.'s (2000) autonomy, and Pham and Taylor's (1994) academic achievement questionnaire. Hypotheses were tested with path analysis model and conditional process analysis. The findings showed that conscientiousness had a direct structural effect on emotional intelligence and academic achievement in mathematics. Emotional intelligence had a direct structural effect on math academic achievement. Emotional intelligence played a mediating role in the relationship between conscientiousness and math achievement. The moderating role of need to autonomy in the relationship between conscientiousness and math achievement was confirmed. The highest relationship between conscientiousness and academic achievement was at low levels of need to autonomy. As need to autonomy increased, the relationship between conscientiousness and mathematical achievement became weaker. As a result, the antecedents of mathematical progress have complex structural relationships. Emotional intelligence and autonomy along with conscientiousness played an effective role in math progress. The practical implications of the findings were discussed.
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