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Vol. 3, No. 1; June 2011

Moderating Effect of Gender and Age on the Relationship between

Emotional Intelligence with Social and Academic Adjustment
among First Year University Students
Noor-Azniza, Ishak
Dept of Counseling and psychology, College of Arts and Sciences
University Utara Malaysia, Malaysia
E-mail: noorazniza@uum.edu.my
Malek, T. Jdaitawi
Dept of Psychology, College of Arts and Science
University Utara Malaysia, Malaysia
Tel: 60-149-054-925

E-mail: mzuoot@yahoo.com

Yahya Saleh Ibrahim (Corresponding author)

Dept of Occupational Safety and Health Management College of Arts and Science
University Utara Malaysia, Malaysia
Tel: 60-125-568-982

E-mail: ysibrahim2005@yahoo.com
Farid, T. Mustafa

Dept of special education, College of Education

University Kebangsaan Malaysia, Malaysia
E-mail: fzuoot@yahoo.com
Received: March 6, 2011

Accepted: March 26, 2011

doi:10.5539/ijps.v3n1p78

Abstract
This study examined whether emotional intelligence is significantly correlated with social adjustment and
academic adjustment. It also explored the moderating effects of gender and age factors and their linked between
emotional intelligence and social adjustment as well as academic adjustment among first year university students.
289 first year university students (148 males and 141 females) at the Irbid Govern Orate, North of Jordan,
participate in the study and were categorized based on two age groups, younger students between the age of 18
25 and older students between the range of 26 and above. Two valid and reliable instruments were used to assess
students emotional intelligence, social adjustment and academic adjustment. Correlation and multi-group
analysis using structural equation model were used to analyse these data. The result shows no significant
relationship between emotional intelligence and of both social adjustment and academic adjustment. In addition,
the moderating effect of gender was not found. However, the moderating effect of age on the relationship
between emotional intelligence with social adjustment and academic adjustment were established.
Keywords: Emotional intelligence, Social adjustment, Academic adjustment, First year university student,
Multi-group analysis, Structural equation modeling

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1. Introduction
Researchers describe adolescents as a period of change not only in terms of individuals physical and cognitive
development, but also in the adolescents personal and social contexts (Rice, 1996). The subject of transition to
university has been given attention by scholars and researchers namely because the transition often generates
considerable stress and negative outcomes. The literature, however, has given evidence that students in this stage
face adjustment difficulties and challenges (Tinto, 1996, Noor-Azniza, 2005). Haloren and Santrock (1997)
define adjustment as the psychological process of adapting in coping with, managing their problem, challenging
tasks and requirements of daily life. Previous studies clearly state on the impact of student adjustment has on
individuals and society. Positive adjustment can assist student to face challenges, pressures and overcome it to
accomplish their goals (Wolfok, 2001), in contrast to negative adjustment in which it will lead to frustration
(Al-Kfaween, 2010).
Several studies suggested that emotional intelligence skills are strong predictors of student's adjustment.
Engelberg and Sjoberg (2004) identify that emotional intelligence predict students social adjustment. Another
study found a statistically significant correlation of both emotional intelligence and personal trait with
satisfaction of their social relationships. Adeyemo (2003) conducted a study to look at the importance of
emotional intelligence for student adjustment in which the results of the study showed the existence of
relationship between emotional intelligence and overall student adjustment. In a study by Yip and Martin (2006)
they identify that the ability to manage and regulate emotions is a positive contribution to personal sense of
humor. Furthermore, the outcome showed that emotional intelligence contributes positively to social competence
as well as, playing an important role in academic success. Abdallah et al. (2004) found a positive and significant
relationship between students level of emotional intelligence and academic adjustment among first year
university students. Some researchers also established that emotional intelligence is positively correlated with
students adjustment and academic achievement but the results are mixed.
The primary purpose of the research is to empirically examine emotional intelligence as it relates to students
adjustment. In addition, the current study purposed to explore the effect of moderating variables (gender and age)
on the relationship between the independent variable and dependent variables. First, emotional intelligence and
emotional intelligence models will be define, and then literature will relate emotional intelligence in assisting
towards students adjustment for the development of hypotheses.
2. Literature Review
2.1 Emotional Intelligence
Researchers (Goleman, 1995; Baron, 1997; Mayer & Salovey, 1990) defined emotional intelligence as
awareness towards emotions and its importance in our relationships and our lives. Emotional intelligence is
described as having four components which are: Self awareness, self management, social awareness, relationship
management (Goleman, Boyatzis, & Mckee, 2002). Self awareness is when an individual has the ability to
understand and to manage own emotions while self management is an ability to control or managed the feelings.
Social awareness is defined as a person's ability to handle relationships and being conscious about the feeling of
others and relationship management on the other is defined as the interpersonal and social skills or adeptness at
inducing desirable responses in others (Goleman et al., 2002). Mayer and Salovey (1997) too, defined emotional
intelligence having four branches which are: perceived emotion, assimilate emotion into thought, understand
emotions, and finally regulate emotions in one self and others. However, researchers have argued that emotional
intelligence cannot be measured and the validity for most emotional intelligence measurements is questionable.
(Robbins & Judge, 2009). For this study, researchers will assimilate Goleman et al. (2002) definition of
emotional intelligence.
2.2 Emotional Intelligence and Student Adjustment
In agreement with Nelson and Low (2003) models assertion about relationships between emotional intelligence
and student retention, research suggested that there are positive relationship between student adjustment and
emotional intelligence (Adeyemo, 2003; Yip & Martin, 2006). However, Low and Nelson (2005) suggest that
emotional intelligence plays a role as an important predictor that can help students to maintain the adjustment
successfully during their transition. Despite the statement, Austin, Evans, Goldwater, and Potter (2005) states
that, students require early emotional intelligence program in order to adjust their transition because emotional
intelligence fuses a number of abilities related to the transition stage.

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2.3 Moderating Effect of Gender and Age

Studies exploring the relationship between emotional intelligence and successful students adjustment to
university have produced mixed results. Although, some studies found positive relationship between those
variables, other studies indicate the effect of individual differences as predictors for students adjustment.
Results showed that males have higher adjustment than females (Enochs & Reland, 2006). Along with the study,
females were found to be more successful than males in terms of social relationship (Demir & Urberg, 2004). As
a whole, studies show that researchers pay less attention on the roles of individuals characteristics for emotional
intelligence and student adjustment. Exploratory studies in the past several years show that individual
characteristics (gender and age) have become targets of much empirical investigation as supported by Abdallah
et al. (2009). In which he stated that, as a group, males demonstrated better adjustment than females. Later, it
was sustain by other research that showed there is differences between males and females in the level of
emotional intelligence (Sanchez-Ruiz, Perez-Gonzales, & Petrides, 2010). Likewise, concerning the level of
adjustment and emotional intelligence, researchers also discovered that ages and genders do indicate significant
differences between students, For example, Noor-Azniza and Jdaitawi (2009) found that older students have
higher emotional intelligence than younger ones. As Pike, Schroeder, and Berry (1997) claims that students
adjustment according to gender and age differences do exist. Another study also established that students over
the age of 21 scores significantly higher than those who are categorized lesser than 21.
However, according to literature search, the ability of gender and age to moderate the relationship between
independent variables and student adjustment has received minimum direct investigation. For example, the
moderating effects of gender and age are mixed as what has been discovered in the research of students success.
Gender has been described as a factor that moderates the relationship between independence from parents and
lower levels of positivity in the feeling of separation. (Beyer & Goossens, 2003). In addition, research by Salami
(2010) examined the relationship between emotional intelligence, career development and gender. Specifically,
their research instigate whether gender can moderate the relationship between emotional intelligence and career
development, in which it was strongly supported by the result, and finding by Shabani, Hassan, Ahmad, and
Baba (2011) show that gender on other hand does not moderate the relationship between emotional intelligence,
spiritual intelligence and mental health among adolescents. In terms of age, researchers suggested that age may
have an affects as a moderating variable on academic performance (Farsides & Woodfield, 2003). Researchers
Laidro, Pullman, and Allik (2007) reported that age is a contributing factor that moderates relationships with
academic success, but as stated by Shabani, Hasan, Ahmad, and Baba (2010) age does not moderate other
relationship such as spiritual intelligence, emotional intelligence and mental health among students.
Therefore, the literature has been used as a foundation to develop a conceptual framework for this study as
shown in figure 1. Based on the framework, this study was primarily conducted to examine three major
objectives: - first, relationship between emotional intelligence with social adjustment and academic adjustment.
Second, effect of gender as moderating variable on the relationship between emotional intelligence with social
adjustment and the academic adjustment and third, the moderating effect of age on the relationship between
emotional intelligence with social adjustment and academic adjustment.
3. Methods
3.1 Participants
Participants consist of 289 first year university students from two universities in North Jordan. 51.2% of the
sample (n=148) are males and 48.8% of the sample (n=141) are females. Participants are divided into two major
age groups in which the majority of the sample were identified as younger students (141), and (108) as older
students.
3.2 Procedures and Measurements
All participants completed the research surveys assessing their emotional intelligence and their adjustment to
university. Surveys were administrated during the second semester (2009/2010) year.
3.2.1 Emotional Intelligence Appraisal (EIA, Bradberry & Greaves, 2004). Emotional intelligence appraisal
consists of four dimensions which are: self awareness, self management, social awareness, and relationship
management. 28 items have been adapted to assess emotional intelligence, and all items were obtained on six
likert-scales ranged from (1-never to 6- always). For the current research, the reliability of coefficient emotional
intelligence appraisal was indicated as good overall reliability (= .79).
3.2.2 Student Adjustment to College Questionnaire (SACQ, Baker & Syrik, 1999). Student adjustment to college
questionnaire consists of four scales, academic adjustment, social adjustment, personal-emotional adjustment,

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and institution attachment/goal commitment. For this research two scales were adapted, they are academic
adjustment and social adjustment, based on the importance of these two scales to evaluate students adjustment
(Baker & Syrik, 1999; Tinto, 1996). The total overall students adjustment items for the research is 39 items,
comprises of 22 items from academic adjustment and 17 items of social adjustments. All responses were
obtained on a 9 likert-scale ranging from (1- does not apply to me at all) to 9 (applies very closely to me).
Composite scores were created by reserve coding for negative items. A reliability coefficients indicated
acceptable scale reliability (social adjustment = .92; and academic adjustment =.93).
4. Results
The data were analysed using correlation and regression analysis by the method of structural equation modeling.
The cor-relational analysis was applied to test the assumption whether there is a statistical relationship between
the variables of emotional intelligence with student social adjustment and academic adjustment. Hence, a
multi-group analysis using structural equation modeling was used to test the moderating effect of gender and age
on the relationship between emotional intelligence with social and academic adjustment. In the first multi-group
analysis the causal structure of both male and female were compared. In the second multi-group analysis,
comparison of the age factor was made between the younger students (18-25 years) and older students (26 years
and above).
4.1 Structural Equation Modeling
For further analysis and modeling exercise (SEM), the emotional intelligence and adjustment model have been
adapted to test the relationship of constructs variables between exogenous (emotional intelligence) and
endogenous variables (social adjustment and academic adjustment). Models tested are displayed in figure 2 in
which it is presented by the relationship between exogenous and endogenous variables. The first results of
structural equation modeling revealed a poor fit of proposed model. After checking the modification indices,
some items seem to be problematic which showed low factor loading to their respective variables. Therefore,
two items in EIA were deleted which are (items number 2 and 5), as well as 14 items on the social and academic
adjustment scales found to be problematic because those items were negatively worded and researchers
supported that negatively worded items have different response and different affect across culture (Lai & Yue,
2000). Therefore, all of the 14 items were deleted for further analysis.
Based on the second structural equation modeling results after the deletion of problematic items, the model
indicated a good fit between the data and the model (2/df= 1.701; CFI=.900; TLI=.894; RMSEA=.049) (Hair et
al. 1998; Kelloway, 1998; Kline, 1998). The results of hypothesis model indicated that there are no significant
relationships between emotional intelligence and social adjustment (= 0.28, p=.461); and no significant
relationship between emotional intelligence and academic adjustment (= 0.78; p=.080) as indicate in table 1.
Consequently the two hypotheses were not supported.
4.2 Moderating effect hypotheses
To test the effects of moderating variables, multi-group structural equation modeling analysis was used. Figure 3
and 4 shows the tested model of gender. Hypothesis in relation to moderating effect of gender are tested by
comparing path coefficients between two groups (male and female) by using t-value over 1.96 (over .95%
confidences). We concluded the coefficients have a moderating effect if t-value is more than 1.96. First, the
initial model testing indicated a poor model fit and three items were identified to be problematic and were
deleted (EI4, SA10, and AA17). The second model testing indicated slightly good fit between the data and the
model as displayed in figure 3 (2/df=1.448; CFI=.895; TLI=.889; and RMSEA=.040). In order to test gender as
a moderating variable, table 2 shows that gender does not significantly moderates the relationship between
emotional intelligence and social adjustment. Hence the finding that gender also does not significantly moderate
the relationship between emotional intelligence and academic adjustment. Therefore, two hypotheses were not
supported.
In the second multi-group analysis, we compared the path coefficients between two age groups, younger students
(18-25 years), and older students (26 years and above) by using t-value over 1.96. Figure 5 and 6 shows the
tested model, indicated a slightly good fit between the data and the model (2/df=1.528; CFI=.862; TLI=.854;
and RMSEA=.043). In order to test whether the age variable moderates the relationship between emotional
intelligence with social adjustment and academic adjustment, table 2 indicates that age does show significant
differences at a moderate level in the relationship between emotional intelligence and social adjustment, but do
not indicate any significant between emotional intelligence and academic adjustment. It is concluded that the
relationship between emotional intelligence and social adjustment are significant for older students but not
significant for younger ones. Thus, hypothesis 2 was supported. Furthermore, the results showed that there were
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significant differences of relationship between emotional intelligence and academic adjustment for older students
but not for younger students. Thus hypothesis 3 was not supported.
5. Discussion and Conclusion
This research examined the relationship between exogenous variable (emotional intelligence) and endogenous
variables (social adjustment and academic adjustment). Surprisingly, the results of the present study
demonstrated that there were no significant relationships found between emotional intelligence with social
adjustment and academic adjustment. One reason was identified, that stated relationships were not held between
the variables because most of this research samples fall in the moderate and low levels through these researches
instruments. Therefore, the results were in conflicts with previous studies (Yip & Martin, 2006; Adeyemo, 2003;
Abdallah et al., 2004) which found a significant relationship between emotional intelligence with social
adjustment and academic adjustment. The present study also tested the moderating effects of gender on the
relationship between emotional intelligence and social adjustment as well as emotional intelligence and
academic adjustment. The result suggested that gender is not an important moderating factor on the relationship
between these research variables. Additionally, the present study also tested the moderating effect of age on the
relationship between exogenous and endogenous variables, and the result suggested that age is an important
moderating variable for the relationship between emotional intelligence with social adjustment, as well as for the
relationship between emotional intelligence and academic adjustment. In other words, the findings supported that
emotional intelligence effect on students social adjustment is stronger in the older students group compared to
the younger students group. Despite the fact, previous studies were followed to develop this study framework
and this research has some limitation. Initially, this research collected data using a convenience sampling, which
researchers hinder the ability to generalize the results into a broader sample. Furthermore, most of this research
samples were students who are in their first semester at the university, and researchers (Baker & Syrik, 1999)
caution to evaluate students adjustment to university on their first year of study.
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Table 1. Standardized Regression Coefficients
Path

Regression Coefficient

t-value

sig

Emotional Intelligence -> Social Adjustment

.78

.737

ns

Emotional Intelligence -> Academic Adjustment

.28

1.754

ns

P-value 0.05 (two-tailed)

Table 2. Results of Moderating Variables Effects
HHyp

Path

Effect

Gender

Age

Male
3
4

EISA
EIAA

Strength
Strength

Female

t-

.08
.04

.50
.25

.61
.79

t-

.85 .82
.29 1.79

p
.41
.072

Younger

Older

t-

.03 .29
-.07 -.54

.76
.58

t-

.42 1.96 .04

.51 2.34 .19

EI: Emotional Intelligence, SA: Social Adjustment, AA: Academic Adjustment

p- value is statistically significant at the 0.05 level (two-tailed)
Social
Adjustment
Emotional
Intelligence
Academic
Adjustment

Independent Variable

Dependent Variables
Gender
Age
Moderator Variables
Figure 1. Conceptual Framework

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e1
e3
e4
e5
e6
e7
e8
e9
e10
e11
e12
e13
e14
e15
e16
e17
e18

.52
.33
.36
.40
.30
.48
.43
.45
.43
.50
.55
.45
.51
.49
.40
.53
.55

International Journal of Psychological Studies

EI1

.72
.58

EI3

.63

EI6

EI9
EI10

.70

EI11 .74
EI12

e24
e26
e27
e28

.46
.46
.45
.55

.36
.45
.98
.92
.61.42
.94

.01

SOAD5

e30

SOAD6

e31

.84

SOAD7

e32

SOAD8

e33

.79SOAD9
.63

e34

.18

.78

smang

.89

SOAD10

e35

SOAD13

e36

.89

.92
.09

r2

.67

EI13

.84
.45 SOAD14
.20
.94 SOAD15
.89

e37

SOAD16

e39

.34SOAD17
.12

e40

.10

e38

.51
.39
.31

.72

EI14

.70

EI15
EI16

EMOINT

.74

EI18

socawr
.07

.74

.68

EI24
EI26
EI27

.51
.58
.67
.71
.77
.08.79
.80

ACAD4

e42

ACAD6

e44

.60

e45

.63

ACAD9

e46

ACADADJ ACAD10

e47

r6

ACAD7
ACAD8

.64
.55

ACAD12

.36
.45 ACAD14
.21

r4
.01

remang
.68
.67
.74

e43

.50

.74
.60

EI21
EI23

e41

.34

.29

.01

.61
.63
.70

ACAD1

.45

.83

EI22

.26

.07

r3

.63
.73

EI17

EI20

e23

.69
.65
.67
.65

e29

.97

.94

.55

.49

r5

EI7
EI8

SOAD1

.20

SOCADJ

e20

e22

.13

Standardized estimates
chisquare:2059.592
df:1211
ratio:1.701
p-value:.000
cfi:.900
tli:.894
rmsea:.049

.55

EI19

.39

selawr

EI5

.68

e21

.01

.60

EI4

e19

.38

r1

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e48
e49

.43

.32
.24
.39
.58
.15
ACAD17 e51 .10
.28
.28
.53

ACAD16

e50

ACAD19

e52

.38ACAD22

e53

.15

.32

EI28

Figure 2. Relationship between Exogenous and Endogenous Variables

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.54
e1

e2
e4
e5
e6
e7
e8
e9

.43

.47
.37
.37
.39
.42
.43

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EI1

.73
.66

EI3

.68

EI6

.61

EI8
EI10

.67

e10

EI11

e11

.47
.45

EI12

e14
e15
e16

.35
.41
.54

EI17

e18

.64

EI19

e22

.60
.42
.45
.47

e24

.60

EI26

e25
e26

.59
.54

.01

EI27
EI28

e32
.49

SOAD13

e34

.52

SOAD14

e35

.90

SOAD15

.79
.95
.27

SOAD17

ACAD1

.33

ACAD4

.38

.30

.10

EI21

EI24

SOAD9

-.14

.94

r6

.52
.57
.62
.58
.74
.09.70
.69

ACadju

e23

e31

.81
.11 SOAD16
.01

SO-AW

.65
.67
.68

.69

SOAD8

.88

.11

.77

EI23

e30

.15

.27

.80

.48

SOAD7

-.11

e36

.06

e37
e38

EI-IN

.64
.73

EI22

e29

.89
.97

.17

r3

EI20

e28

.95

SOadju

SE-MA

.66

SOAD5
SOAD6

.21
.19
.98
.98
.74.39

.86

.59

EI16
EI18

e21

.03

.68.67

EI15

.43

e20

r5

.13

r2

e27

.95

EI13

e17
e19

.61
.62
.64
.66

EI9

SOAD1

.04

EI7

.44

e12

.02

SE-AW
EI5

.04

\estimate:
chisquare:2962.833
df:2046
ratio:1.448
p-value:.000
CFI:.895
TLI:.889
RMSEA:.040

r1

Vol. 3, No. 1; June 2011

.01

.77
.77

e41

ACAD8

.49

ACAD9

e44

ACAD10

e45

ACAD12

e46

.48

.27

ACAD16
.57
.51

.26

e43

ACAD14.36 e47

.52

RE-MA

.34

e40

ACAD7.55 e42

.45

.67
.60

r4

ACAD6

e39

.32

.25
.40

e48

ACAD19

e50

ACAD22

e51

.26

.44

.73

Figure 3. Moderating effect of Gender (Male)

86

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.40
e1

e2
e4
e5
e6
e7
e8
e9

.33

.27
.32
.56
.47
.52
.40

International Journal of Psychological Studies

EI1

.63
.57

EI3

.52

EI6

.57

EI8
EI9
EI10

.74

e10

EI11

e11

.66
.46

EI12

e14
e15
e16

.60
.38
.52

EI17

e18

.69

EI19

e22

.50
.36
.38
.51

.81

e24

.37

EI26

.32
.54

EI27
EI28

SOAD9

e32

.49
.44

.94

.43

SOAD13

e34

.37

SOAD14

e35

1.00

SOAD15

.99
.73
.14

ACAD1

.27
.07

.32

ACAD4

.61

.04

.31

EI21

EI24

e31

SOAD17

SO-AW

.60
.62
.71

.65

SOAD8

.89

r6

.53
.57
.78
.85
.83
.00.75
.73

ACadju

EI23

e30

.17

.99
.59 SOAD16
.34

.71

EI22

SOAD7

.29

.83

EI20

e29

e36

.45

e37
e38

EI-IN

.62
.72

e23

e26

.71

.99
.86

.35

r3

.42

e25

SOadju

SE-MA

.77

EI16
EI18

e21

r5

.08

.81
.68

EI15

.66

e20

.12

e28

SOAD6

.49
.72
1.00
.85
.01.42

.31

r2

e27

SOAD5

1.00

EI13

e17
e19

.75
.68
.72
.63

SOAD1

.51

EI7

.54

e12

.10

SE-AW
EI5

.24

\estimate:
chisquare:2962.833
df:2046
ratio:1.448
p-value:.000
CFI:.895
TLI:.889
RMSEA:.040

r1

Vol. 3, No. 1; June 2011

.74
.64

r4
.10

RE-MA
.61
.57

.49

ACAD6

.73

.37

e40
e41

.40

ACAD7.68 e42
ACAD8

.56

e43

ACAD9

e44

ACAD10

e45

ACAD12

e46

.54
.55

ACAD14.42 e47
.24

ACAD16
.55

e39

.31

.39
.43

e48

ACAD19

e50

ACAD22

e51

.13

.43

.74

Figure 4. Moderating effect of Gender (Female)

Published by Canadian Center of Science and Education

87

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International Journal of Psychological Studies

Vol. 3, No. 1; June 2011

.14

.28

e5

EI1 .29

e4

EI3

e2

.49
.24
.63
EI5 .40

e1

EI6

e10

EI7 .36

e9

EI8 .42

.53
.54

e52

\estimate:
chisquare:2983.521
df:1952
ratio:1.528
p-value:.000
CFI:.862
TLI:.854
RMSEA:.043

.20

SNES

.42

e8
e7
e6
e21
e22

.65
EI9 .38 .60 e53
.65
.28
EI10.51 .62
.71
EI11.58
SMNG
.76
.67
EI12.45
EI13.68

EI16.58

e12

.66
EI17.55 .76
.74
EI18.84
.71
.73
EI19.53

e11

EI20

e14
e13

EI21.44

e19

EI22.51

.16

.04

e25

EI27.45

e26

EI28

e17

.44
.58
.69
e56 .75
.74
.00.66
.70

ACAD-AD

e16

e18

.25

e30

SOAD8
.89

e31

SOAD9
.61
.78
.88
SOAD10
.77
.87
SOAD13
.51
.76

e32

SOAD14
.41
.26

e35

SOAD15

e36

e33

.32

e34

.44
.43

.25

e38

.19

-.07

SONS

.58 e55
.66
.00
EI23.45 .72
.67
EI24.45
RMGT
.67
.61
EI26.37
.67

SOAD7
.28

SOAD17

.53

.40

e54

e28

.17

EMOT-IN

.33

e20

SOCI-AD

e27

SOAD5
.76

.87
.00.53
.94

.04

EI15
.43

e15

e57

.44

.46

e24

.37
.54

SOAD1
.29

ACAD1
.33

e39

ACAD4
.48

e40

ACAD6
.56

e41

ACAD7
.55

e42

ACAD8
.44

e43

ACAD9
.50

e44

ACAD10
.73
.53

e45

.59
ACAD12
.35
.41

e46

ACAD14
.17
.54
.28
ACAD16

e47

.38
.44
.26

-.32

.44

e48

.29

ACAD19
.08

e50

ACAD22

e51

Figure 5. Moderating effect of Age (Younger Students)

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International Journal of Psychological Studies

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.74

e5

EI1 .52

e4

EI3

e2

.74
.55
.63
EI5 .39

e1

EI6

.86
.72

e52

\estimate:
chisquare:2983.521
df:1952
ratio:1.528
p-value:.000
CFI:.862
TLI:.854
RMSEA:\RMEA

.12

SNES

.55

e10

EI7 .45

e9

EI8 .55

e22

.74
.67 e53
.74
.16
EI10.60 .67
.77
EI11.54
SMNG
.74
.71
EI12.51
EI13.70

e24

EI15

e8
e7
e6
e21

.34

EI9 .45

e12

.56
EI17.53 .64
.73
EI18.79
.62
.72
EI19.52

e11

EI20

e14
e13

EI21.34

e19

EI22.43

SOCI-AD

e54

SOAD7
.08

e30

SOAD8
.90

e31

SOAD9
.66
.81
1.00
SOAD10
1.00
.98
SOAD13
.31
.96

e32

SOAD14
.26
.10

e35

SOAD15

e36

SOAD17

.19

e33

.59

e34

.32
.17

.04

e38

.47

ACAD1
.57

e39

ACAD4
.69

e40

ACAD6
.47

e41

ACAD7
.56

e42

ACAD8
.47

e43

ACAD9
.46

e44

ACAD10
.63
.39

e45

.66
ACAD12
.43
.63

e46

ACAD14
.39
.64
.65
ACAD16

e47

ACAD19
.43

e50

ACAD22

e51

.52

EI28

e28

-.10

e26

SOAD5

.07

.40

SONS

EI27.68

e27

.14

e25

SOAD1
.12
1.00

1.00
.18.28
.95

e16

e17

e57

.37

.68 e55
.58
.01
EI23.48 .66
.69
EI24.44
RMGT
.66
.73
EI26.53
.82

e18

.46

e20

.33
.34

EMOT-IN

.32

EI16.41

.42

.50

e15

Vol. 3, No. 1; June 2011

.69
.75
.83
e56 .68
.75
.27.69
.68

ACAD-AD

.21
.45
.34

-.26

.46

e48

.41

Figure 6. Moderating effect of Age (Older Students)

Published by Canadian Center of Science and Education

89