www.ccsenet.org/ijps International Journal of Psychological Studies 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
student’s 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 individual’s 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 student’s 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 student’s 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 student’s 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) model’s 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 student’s 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 student’s 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 individual’s 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, male’s 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 student’s
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 student’s 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 (α= .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 student’s 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 α= .92; and academic adjustment α=.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 (χ2/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 (β= 0.28, p=.461); and no significant
relationship between emotional intelligence and academic adjustment (β= 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 (χ2/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 (χ2/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 student’s 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 student’s 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 Female Younger Older
β t- p β t- p β t- p β t- p
3 EI→SA Strength .08 .50 .61 .85 .82 .41 .03 .29 .76 .42 1.96 .04
4 EI→AA Strength .04 .25 .79 .29 1.79 .072 -.07 -.54 .58 .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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Standardized estimates .13

.52 chisquare:2059.592 SOAD1 e29
e1 EI1 r1 df:1211 .20
.72 ratio:1.701 SOAD5 e30
.33 .01 .97
e3 EI3 .58
p-value:.000 SOAD6 e31
.36 .60 .36
e4 EI4 selawr cfi:.900 .45 .84
.40 tli:.894 r5 .98 SOAD7 e32
e5 EI5 .63 rmsea:.049 .92
SOAD8
.18
e33
.30 .61.42 .89
e6 EI6 .55 .94
.79SOAD9 e34
.48 SOCADJ .63
e7 EI7 .94 SOAD10 e35 .51
.43 .89
e8 EI8 .92 SOAD13 e36
.45 .69 .39
r2 .09 .84
e9 EI9 .65 .45 SOAD14 e37
.43 .67 .20 .31
.01
e10 EI10 .65 .78 .94 SOAD15 e38
.50 .70 .89
e11 EI11 .74 smang SOAD16 e39
.55
e12 EI12 .34SOAD17
.12 e40
.45 .67 .10
e13 EI13 .72
.51
e14 EI14
.70 EMOINT
.49 .26
e15 EI15
ACAD1 e41
.34
.40 .07 ACAD4 e42
e16 EI16 r3 .45
.53 .63
.29 .51
ACAD6 e43
e17 EI17 .73 .01
.58 .50
.55 .74
.67
ACAD7 e44
e18 EI18 socawr r6 .71 .60
.68 ACAD8 e45
e19 EI19 .83 .07 .77
.08.79 .63
.55 ACAD9 e46
e20 EI20 .74 .80 .64
ACADADJ ACAD10 e47
.55
.38 .74 ACAD12 e48
e21 EI21 .60 .43
.39 .36
e22 EI22 .61 r4 .45 ACAD14
.21
e49
.49 .63 .32
e23 EI23 .70 .01 .39 ACAD16 e50
.24
.15 .58
.46 .68 ACAD17 e51 .10
e24 EI24 remang .53 .28 .28
.46 ACAD19 e52
e26 EI26 .68
.45 .67 .15 .32
.38ACAD22 e53
e27 EI27 .74
.55
e28 EI28
 

Figure 2. Relationship between Exogenous and Endogenous Variables

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.54 .04
r1 \estimate:
e1 EI1 SOAD1 e27
.43 .73 chisquare:2962.833 .04
e2 EI3 .66 .02 SOAD5 e28
df:2046
ratio:1.448 .95
SE-AW .21 SOAD6 e29 -.11
.47 p-value:.000 .19 .95
e4 EI5 .68
r5 .98 SOAD7 e30
CFI:.895 .98 .15 -.14
e5 .37 EI6 SOAD8 e31
.61 TLI:.889 .74.39 .88
.37 RMSEA:.040 SOAD9 e32
e6 EI7 SOadju .94 .49
.39
e7 EI8 .13 .89 .79
.42 .61 SOAD13 e34
e8 EI9 .62 r2 .97
.95
.43 .64 .52 SOAD14 e35
e9 EI10 .66 .03 .86 .27 .06
.44 .67 .90 SOAD15 e36
e10 EI11 SE-MA .81
.47 .11 SOAD16 e37
e11 .45 EI12 .68.67 .17 .01
SOAD17 e38
e12 EI13
EI-IN
.59 .27
e14 .35 EI15 ACAD1 e39
.11 .33
.41 r3 ACAD4 e40
e15 EI16 .64 .26
.54 .38
e16 EI17 .73 .01 .30
.52
ACAD6 e41
.66 .57 .34
e17 .43
EI18 SO-AW .62
ACAD7.55 e42
.64 .80 .10 r6 .58 ACAD8 e43
e18 EI19 .74
.60 .09.70 .49
e19 EI20
.77 ACAD9 e44
.69 .48 .44
ACadju ACAD10 e45
.42 .45 .25
e20 EI21 .67 ACAD12 e46
.45 .60
e21 EI22 .65 r4 .40
.47 .67 .52 ACAD14.36 e47
e22 EI23 .68 .01 .27
.69 ACAD16 e48
.48
e23 EI24 RE-MA
.57
.60 .32
e24 EI26 .77
ACAD19 e50
.59 .77 .51 .26
e25 EI27 ACAD22 e51
.54
e26 EI28 .73
 

Figure 3. Moderating effect of Gender (Male)

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.40 .24
r1 \estimate:
e1 EI1 SOAD1 e27
.33 .63 chisquare:2962.833 .51
e2 EI3 .57 .10 SOAD5 e28
df:2046
ratio:1.448 1.00
SE-AW .49 SOAD6 e29 .49
.27 p-value:.000 .72 .71
e4 EI5 .52
r5 1.00 SOAD7 e30
CFI:.895 .85 .17 .44
e5 .32 EI6 SOAD8 e31
.57 TLI:.889 .01.42 .89
.56 RMSEA:.040 SOAD9 e32
e6 EI7 SOadju .94 .43
.47
e7 EI8 .31 .99 .99
.52 .75 SOAD13 e34
e8 EI9 .68 r2 .86
.73
.40 .72 .37 SOAD14 e35
e9 EI10 .63 .12 .08 .14 .45
.54 .74 1.00 SOAD15 e36
e10 EI11 SE-MA .99
.66 .59 SOAD16 e37
e11 .46 EI12 .81
.68
.35 .34
SOAD17 e38
e12 EI13
EI-IN
.77 .29
e14 .60 EI15 ACAD1 e39
.27 .32
.38 r3 ACAD4 e40
e15 EI16 .62 .40
.52 .61
e16 EI17 .72 .07 .04
.53
ACAD6 e41
.81 .57 .73
e17 .66
EI18 SO-AW .78
ACAD7.68 e42
.69 .83 .31 r6 .85 ACAD8 e43
e18 EI19 .83
.50 .00.75 .56
e19 EI20
.71 ACAD9 e44
.73 .54 .43
ACadju ACAD10 e45
.36 .55 .39
e20 EI21 .74 ACAD12 e46
.38 .64
e21 EI22 .60 r4 .43
.51 .62 .49 ACAD14.42 e47
e22 EI23 .71 .10 .24
.65 ACAD16 e48
.42
e23 EI24 RE-MA
.55
.37 .31
e24 EI26 .61
ACAD19 e50
.32 .57 .37 .13
e25 EI27 ACAD22 e51
.54
e26 EI28 .74

Figure 4. Moderating effect of Gender (Female)

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.14
.28
e5 EI1 .29 e52 SOAD1
.29 e27
\estimate: .25
.53
.20 chisquare:2983.521 SOAD5 e28
e4 EI3 .54
df:1952
.37 .76
.49
.24 SNES ratio:1.528
.54
.63 p-value:.000
e57 SOAD7
.28 e30
e2 EI5 .40 CFI:.862 .87
e1 EI6 TLI:.854 .00.53
SOAD8
.89 e31
RMSEA:.043 .94
.42 SOAD9
.78 .61 e32
SOCI-AD
e10 EI7 .36 SOAD10
.88 .77 e33 .32
.87
e9 EI8 .42 .65 SOAD13
.51 .76 e34
.44 .44
e8 EI9 .38 .60 e53 SOAD14
.41 .26 e35
.65 .43
e7 EI10.51 .62 .28 .04 SOAD15 e36 .25
.71
e6 EI11.58
.76 SMNG .17
.67
e21 EI12.45 SOAD17 e38
.53
e22 EI13.68
.46 .19
EMOT-IN
e24 EI15 ACAD1
.33 e39
.43
.40 ACAD4
.48 e40
e15 EI16.58 e54
.66
.44
ACAD6
.56 e41
e14 EI17.55 .76 .16 -.07
.74 .58 ACAD7 e42
.69 .55
e13 EI18.84
.71 SONS e56 .75
.73 ACAD8
.44 e43
e12 EI19.53 .04 .74 .38
.00.66 ACAD9 e44
.50
e11 EI20 .70 .44
.33 ACAD-AD ACAD10
.73 .53 e45
.26 -.32
.59
e20 EI21.44 ACAD12
.41 .35 e46
.44
e19 EI22.51 .58 e55 ACAD14
.17 e47
.66 .54
e18 EI23.45 .72 .00 ACAD16
.28 e48
.67
e17 EI24.45
.67 RMGT .29
.61 ACAD19 e50
e16 EI26.37
.67
.08
e25 EI27.45 ACAD22 e51
e26 EI28
 

Figure 5. Moderating effect of Age (Younger Students)

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  .11
.74
e5 EI1 .52 e52 SOAD1
.12 e27
\estimate: .19
.86
.12 chisquare:2983.521 SOAD5 e28
e4 EI3 .72
df:1952
 
.33 1.00
.74
.55 SNES ratio:1.528
.34
.63 p-value:.000
e57 SOAD7
.08 e30
e2 EI5 .39 CFI:.862   1.00
e1 EI6 TLI:.854 .18.28
SOAD8
.90 e31
RMSEA:\RMEA .95
.55 SOAD9
.81 .66 e32
  SOCI-AD
e10 EI7 .45 SOAD10
1.00 1.00 e33 .59
.98
e9 EI8 .55 .74 SOAD13
.31 .96 e34
.34 .32
e8 EI9 .45 .67 e53  
.74
SOAD14
.26 .10 e35
.17
e7 EI10.60 .67 .16 .42 SOAD15 e36 .04
.77
e6 EI11.54
.74 SMNG   .07
.71
e21 EI12.51 SOAD17 e38
.40
e22 EI13.70  
.50 .47
EMOT-IN
e24 EI15   ACAD1
.57 e39
.32
.37 ACAD4
.69 e40
e15 EI16.41 e54
.56 ACAD6
.47 e41
e14 EI17.53 .64 .14 .52  .69
.73 .75 ACAD7 e42
.83 .56
e13 EI18.79
.62 SONS e56 .68
.72 ACAD8
.47 e43
e12 EI19.52 -.10   .75 .21
.27.69 ACAD9 e44
.46
e11 EI20 .68 .45
.46 ACAD-AD ACAD10
.63 .39 e45
  .34 -.26
.66
e20 EI21.34 ACAD12
.63 .43 e46
.46
e19 EI22.43 .68 e55 ACAD14
.39 e47
.58 .64
e18 EI23.48 .66 .01   ACAD16
.65 e48
.69
e17 EI24.44
.66 RMGT .41
.73   ACAD19 e50
e16 EI26.53
.82
.43

e25 EI27.68 ACAD22 e51

e26 EI28  

Figure 6. Moderating effect of Age (Older Students)

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