The Association Between Academic Emotion And Emotional Intelligence Among Yemen’ Middle School Students

Background:Since 2015,the military conflict in Yemen has attracted worldwide attention.This public event has destroyed many educational infrastructures.The closure of many schools and after-school education institutions,and the destructive weapons and unsafe environment has been forcing thousands of students to suspend their education.It has continued to influence the school climate in Yemen,with students suffering from anxiety,stress,depression and fear due to an uneasy environment,and the internal mechanisms of students’ emotional intelligence are affected accordingly.In Previous studies,hope has played an intermediary role in the prediction of emotional intelligence between academic emotions and social support system can directly or indirectly protect happiness.Studies have shown that perceived social support from parents,teachers and peers is the main cause of emotional changes in middle school students during the conflict,such as joy,happiness and hope.Therefore,it is necessary to explore the internal mechanism to promote students’ academic emotions and to achieve learning goals.Objectives:The purpose of this study is to explore the relationship between academic emotion and emotional intelligence of Yemeni middle school students in the context of public events in Yemen military conflict.Specifically,the present study examined whether academic emotion is indirectly related to emotional intelligence through hope,whether the mediating effect of hope was moderated by subjective well-being and whether the direct effect of academic emotion on emotional intelligence was moderated by subjective well-being.Method:The study examined the influence of academic emotions and emotional intelligence among Yemeni secondary school students,the mediating and moderating mechanisms involved through two parts.405 Yemeni secondary school students were selected for the questionnaire administration with a random sample.Achievement emotion was measured using the Achievement Emotions Questionnaire for Secondary School Students which consists of three academic achievement-related subscales(classroom,study and test)with 232 items;hope was measured using the Hope Scale,which consists of 4 items point to agency,4 items point to pathways,and 4 interference items with 12 items;emotional intelligence was measured using the Emotional Intelligence Questionnaire,which consists of four main factors with 4 subscales under each factor,with 136 items.Perceived social support was measured by the Multidimensional Perceived Social Support Scale,with 12 items,and three sources of subjective assessment of perceived support from family,friends and significant others;subjective well-being consists of effect and cognition and was measured by the Satisfaction with Life Scale and the Positive and Negative Affect Scale,with 5 and 20 items.Results:The results showed that:(1)academic emotion had a positive effect on emotional intelligence(β=0.28,p<0.01);(2)the relationship between academic emotion and hope has a significant positive predictive effect(β=0.24,p<0.001),it was also expected to positively predict emotional intelligence significantly(β=0.32,p<0.001).Thus,the positive impact of academic emotion on emotional intelligence was mediated by hope;(3)the interaction between academic emotion and subjective well-being predicted hope significantly(β=-0.12,p<0.05).Thus,the mediating effect of hope was moderated by subjective well-being control.Simple slope analysis showed that academic emotion positively predicted hope in individuals with high SWB(M+1 SD)and low SWB(M-1SD),while academic emotion negatively predicted hope in individuals with low SWB;and(4)the interaction of academic emotion and perceived social support significantly predicted emotional intelligence(β=-0.16,p<0.001).Thus,the direct effect of academic emotion on emotional intelligence was moderated by subjective well-being control.Simple slope analysis showed that academic emotion positively predicted emotional intelligence in individuals with high PSS(M+1 SD)and low PSS(M-1 SD),while academic emotion negatively predicted emotional intelligence in individuals with low perceived social support.Conclusion:Based on existing results,this study explores the relationship between academic emotions and emotional intelligence of Yemeni secondary school students in the context of disruptive public events and their underlying mechanisms-the mediating role of hope,and the moderating role of subjective well-being and perceived social support.The study provides a partial theoretical reference for exploring the study of academic emotions affecting emotional intelligence in the context of disruptive public events and provides a corresponding empirical basis for students’ physical and mental development in a different school,family and social scenarios.The study concludes with specific suggestions for teachers to design classroom activities to promote students’learning emotions and how children’s attachment to a parent contributes to hope,so as to improve the overall physical and mental health of adolescents.In addition,the main drawback of this study is the single source of school data and the small sample size.