This study examined the relationship between algebraic competences and emotional intelligence of first year Bachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the other hand, Algebra was chosen as the focus of the study because of its centrality to the whole of first year university mathematics content. Algebra is found in all branches of mathematics directly or indirectly. Therefore, the study explored the algebraic competences of the first year students and examined possible relationships with their emotional intelligence. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), and algebraic competences were measured through a Grade 12 level algebra achievement test and a university level algebra achievement test constructed by the researcher. Data were analysed using non-parametric statistical techniques: Spearman’s Rank Order Correlation (rho) and the Mann-Whitney U Test. Results showed that there is a significant positive correlation between Grade 12 level and first year university level algebraic competences. Results also showed that there is no significant relationship between students’ algebraic competences and their emotional intelligence. Furthermore, the study reviewed that female students have higher levels of emotional intelligence than their male counterparts. First published online: 30 November 2017

中文翻译：

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赞比亚铜带大学数学和科学教育专业的一年级理学学士的代数能力和情感智力

这项研究研究了赞比亚铜带大学数学和理科教育学生一年级理学学士学位与情感智力之间的关系。我们有目的地选择了2016年所有（143）数学和科学教育专业的理学学士学位的学生。这项研究的动机是，有证据表明，尽管学生在中学数学中拥有很好的大学入学成绩，但他们通常在大学一年级的数学考试中表现不佳。成绩差的原因可能有很多。然而，这项研究确定并集中于情商是这种因素之一。情绪智力被定义为识别，评估和管理一个人的自我，他人和群体的情绪的能力。有观点认为，情商代表了一种用情感进行推理并利用情感促进思维的能力。另一方面，代数之所以被选为研究重点，是因为它对整个大学一年级数学的全部内容都很重要。直接或间接地在数学的所有分支中找到代数。因此，该研究探索了一年级学生的代数能力，并研究了其情绪智力的可能关系。情绪智力使用Schutte自我报告情绪智力测验（SSEIT）进行测量，而代数能力则通过研究人员构建的12年级的代数成绩测验和大学水平的代数成绩测验进行测量。使用非参数统计技术分析数据：Spearman的秩次相关（rho）和Mann-Whitney U检验。结果表明，十二年级水平与大学一年级的代数能力之间存在显着的正相关。结果还表明，学生的代数能力和他们的情商之间没有显着关系。此外，该研究还回顾了女学生比男学生具有更高的情商水平。首次在线发布：2017年11月30日 该研究指出，女学生的情感智力水平高于男学生。首次在线发布：2017年11月30日 该研究指出，女学生的情感智力水平高于男学生。首次在线发布：2017年11月30日