Background: During the COVID-19 pandemic, there has been an increase in the use of digital platforms for educational purposes, and increased use of smartphones and social media has affected the academic performance of students. In this study, we explored how emotional intelligence can, directly and indirectly, influence academic performance, with academic social networking sites (ASNS) as a mediator.
Methods: A survey questionnaire comprising 42 items was used to collect data on emotional intelligence, ASNS, and academic performance. In total, 305 undergraduate university students participated in the study. Partial least squares structural equation modeling (SmartPLS-SEM 3.2.2) was used to measure the effects of emotional intelligence and ASNS.
Results: Two dimensions of emotional intelligence, namely, self-regulation and self-awareness, showed significant positive effects on academic performance. Similarly, emotional intelligence and subscales of self-regulation, self-awareness and social skills showed a positive effect on ASNS. Likewise, ASNS showed a significant positive effect on academic performance. Looking at indirect influence, three dimensions of emotional intelligence, including self-regulation, self-awareness, and social skills, exerted a significant positive indirect influence on academic performance. Thus, outcomes of this study indicate that ASNS worked as a mediator between emotional intelligence and academic performance.
Conclusion: Emotional intelligence contributes directly and indirectly to increased academic performance. Together with emotional intelligence, ASNS played a positive and significant role in nurturing academic performance during the COVID-19 pandemic.



中文翻译：

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在 COVID-19 大流行期间，情商和学术社交网站对学业成绩的影响

背景：在 COVID-19 大流行期间，用于教育目的的数字平台的使用有所增加，智能手机和社交媒体的使用增加影响了学生的学习成绩。在这项研究中，我们以学术社交网站 (ASNS) 作为中介，探讨了情商如何直接和间接地影响学业成绩。
方法：使用包含 42 个项目的调查问卷来收集有关情商、ASNS 和学习成绩的数据。共有 305 名本科生参加了这项研究。偏最小二乘结构方程模型（SmartPLS-SEM 3.2.2）用于测量情商和 ASNS 的影响。
结果：情商的两个维度，即自我调节和自我意识，对学习成绩表现出显着的积极影响。同样，情商和自我调节、自我意识和社交技能的子量表对 ASNS 有积极影响。同样，ASNS 对学习成绩也有显着的积极影响。从间接影响来看，情绪智力的三个维度，包括自我调节、自我意识和社交技能，对学习成绩产生了显着的正向间接影响。因此，本研究的结果表明，ASNS 在情商和学习成绩之间起到了中介作用。
结论：情商直接和间接地有助于提高学业成绩。与情商一起，ASNS 在 COVID-19 大流行期间在培养学业成绩方面发挥了积极而重要的作用。