Emotional intelligence, self-regulated learning, and academic achievement in technology-mediated learning: a systematic literature review

2025-08-21T06:43:25+00:00

This study aims to synthesize empirical evidence on the role of emotional intelligence (EI) in supporting academic achievement within technology-mediated learning environments, addressing the current gap in fragmented findings and the lack of comprehensive reviews connecting EI with digital learning demands. Using the PRISMA 2020 protocol, a systematic literature review was conducted across Scopus, Web of Science, ERIC, and Google Scholar, covering empirical studies published between 2014–2024. From an initial pool of 500 records, 15 studies met the inclusion criteria and were analyzed thematically, with meta-analytic insights incorporated where effect-size data were available. The results indicate that EI enhances academic performance by strengthening self-regulated learning, motivation, emotional regulation, and collaborative engagement across online, blended, and asynchronous modalities. Challenges include inequitable digital access, insufficient teacher preparedness, and cultural constraints on emotional expression. The review contributes theoretically by proposing an integrated understanding of EI as both a cognitive facilitator and an affective buffer in digital learning ecosystems, highlighting its relevance for instructional design, teacher training, and policy development.

An analysis of elementary students’ differential comprehension of fiction texts from barrett’s perspective

2025-12-03T12:09:24+00:00

This study examines the levels of fiction text comprehension among fourth-grade primary school students in Surakarta, Indonesia, using Barrett’s Taxonomy as the analytical framework. A descriptive qualitative approach with a case study design was employed, and data were collected through reading comprehension tests, classroom observations, and interviews with students and teachers. The five levels of comprehension literal, reorganization, inferential, evaluative, and appreciative were assessed to map the range of students’ reading abilities. The findings show notable variation across comprehension levels. Literal comprehension achieved the highest score (91.35%, high category), indicating strong ability to recall explicit information. In contrast, reorganization (40.73%) and inferential comprehension (43.20%) were categorized as low, suggesting difficulties in synthesizing information and interpreting implicit meaning. Evaluative comprehension was moderate (69.13%), while appreciative comprehension received the lowest score (35.79%), reflecting limited engagement with the emotional and aesthetic qualities of the text. Overall, the results indicate that although students demonstrate strong surface-level understanding, their higher-order cognitive and affective comprehension skills are underdeveloped. The study recommends instructional practices that extend beyond factual recall by fostering critical interpretation, reflective judgment, and deeper engagement with literary texts. The implications for curriculum design and classroom instruction are outlined to address these specific gaps in comprehension.

Jurnal Fundadikdas (Fundamental Pendidikan Dasar)

Emotional intelligence, self-regulated learning, and academic achievement in technology-mediated learning: a systematic literature review

An analysis of elementary students’ differential comprehension of fiction texts from barrett’s perspective