1. The study examined the effect of emotions on the academic achievement of adolescent students in Mongolia. 2. Mongolian researcher B. Enkhbayar identified 7 types of emotions based on previous research: flexible, rigid, open, closed, directional, hollow, and sensitive. 3. Tests were administered to 160 students to assess their emotional intelligence, including their ability to recognize, express, and understand emotions. The results showed that most students experienced negative emotions and had difficulty verbally expressing emotions.

1. Studying the effect of emotions on academic achievement
B.Bayarmaa
Doctoral student of Central
China Normal University
bamaashpsy0517@yahoo.com
Утас: 95081001

2. Summary:
Emotionally, each person has a wonderful unique
personality. Emotional typology in the book "Emotional Freedom"
by psychologist Judif Orlov, 4 emotional typologies are highlighted.
On the other hand, Mongolian psychologist and researcher B.
Enkhbayar highlighted 7 types based on the results of research based
on the achievements and successes of previous generations. By
studying the emotional characteristics of adolescent students, we
sought opportunities to stimulate and develop the learning process.

3. Key words: Emotions, 7 types of emotions and feelings

4. Emotional movement is a very broad concept and is studied at the crossroads
of many sciences such as anthropology, neuroscience, psychology, social
science, economics, philosophy, etc.
In 1872, Charles Darwin, the founder of the theory of evolution, published
his book "Manifestations of Emotions in Man and Animals" for the first
time in modern science.

5. He studied the relationship between physiology and emotions, and
believed that humans and animals express their emotions in very
similar behaviors, and that emotions have an evolutionary history
that has been passed from culture to culture and biological species
to species. Today, however, many psychologists agree that certain
emotions such as anger, fear, surprise, disgust, joy, and sadness are
common to all people, regardless of culture. At the end of the 19th
century, American psychologist William James and Danish
psychologist Carl Lange proposed the theory of emotional appraisal
of the origin and nature of emotions during their independent
research. Arnold (Reisenzein 2006), who studied mood in relation
to stress and cognition, and Richard Lazarus, proposed the
psychoevolutionary theory of mood.

6. БИЕД БОДИСЫН СОЛИЛЦОО
ЧУХАЛ БАЙДАГ ШИГ
СЭТГЭЛ ЗҮЙД Ч БАС БОДИСЫН
СОЛИЛЦОО ЧУХАЛ

7. Psychologist Robert Plutchik (Plutchik, R 1982) and Paul Ekman, who defined six basic emotions as anger,
disgust, fear, joy, sadness and surprise, can be mentioned (Ekman P 1992).
Considering the scientists who contributed to the study of emotional intelligence, which is a major component
of emotional intelligence, the term social intelligence was first coined.
Edward Thorndike (Thorndike, 1920), David Wechsler (Wechsler, D 1940), who classified human abilities and
capabilities as intellectual and non-intellectual, introduced the idea that traditional types of intelligence such as
IQ cannot fully explain cognitive abilities.

8. Howard Gardner (Smith 2002) laid the foundation for the current understanding of emotional
intelligence, while John Mayer, Peter Salovey, and David Caruso (Mayer et al, 2008), who developed an
ability-based measure of emotional intelligence, conducted extensive research and made it widely
known to the public.
Daniel Goleman and Reuven Bar-On, who proposed the concept of emotional-social intelligence and
developed a test to measure it, have made significant contributions to this field with their research and
academic works. Also, Russian scientists who conducted research in this field and D.V. Lyusin,
I.N. Andreeva, E.L. Nosenka, A.V. Mention may be made of Karlov et al.

9. I. Theoretical and methodological part
Mongolian psychologist and researcher B. Enkhbayar highlighted 7 types based on the results
of his research based on the achievements of previous generations.
1. Flexible type - It has the characteristic of never losing its own characteristics even if it
changes according to the situation.
2. Rigid type - There are different types of metals. The main characteristic of metals is their
solid state. Gives importance to one's own emotions and feelings. The emotions and
feelings of others are not so important.
3. Open and transparent type - The emotional state of a person of this type can be
compared to a glass. They are people who express their emotions and feelings directly in
the external environment.
4. Closed type - The feelings and emotions of people of this type are vague and cause certain
difficulties in communication.
5. Directional type - People of this type understand their own emotions and feelings
better. Able to notice abnormal moods in advance and implement coping and prevention
mechanisms.
6. Hollow type - Pays little attention to the emotions and feelings of oneself and others.
7. Sensitive type - People of this type are relatively sensitive and changeable.

10. Methodology
1. The "EQ version for 8-16 years old" (EAQ-30) developed jointly by K. Reife, P.
Ostrveld, and A. Meirs examines six main factors of emotional intelligence in
children and students.
These include:
1. Ability to recognize and differentiate emotions
2. Ability to express emotions in words
3. Ability to openly express and share emotions
4. Ability to recognize changes in the body caused by emotions
5. Ability to understand and feel others
6. Be aware of one's own emotions ability to judge.
The test has met psychometric criteria by setting norms for children in most
European countries, Denmark, France, the United States, Australia, some Asian
countries, such as Indonesia, the Arab Emirates, etc. is a satisfactory test.
For Mongolia, the test has been adapted by the National Institute of Psychology
and Psychometrics of Mongolia and has ensured reliability and consistency.

11. 2. Delaware Scale of Social-Emotional Skills (DSECS-S)
The scale was administered to a total of 32,414 students from 126 middle schools in
Delaware, USA, and its reliability and validity were confirmed. It is part of a
comprehensive scale that includes measures of school climate, bullying, student
engagement, positive and punitive teaching methods, social-emotional learning
styles, and social and emotional skills.
It examines four specific factors and one general (social-emotional skills) factor:
1. Responsible Decision Making
2. Social Awareness
3. Self-Management
4. Communication Skills
Since there is no information about the use of this measure in Mongolia, we translated it
from English to Mongolian and conducted a pilot study among 13 children.

12. I. Research Section
Considering the age of the total respondents, 23.1 percent are 12 years old, 28.1 percent are 13 years
old, 15 percent are 14 years old, 18.8 percent are 15 years old, and 15 percent are 16 years old. In
terms gender, 73 or 45.6 percent of the children surveyed were boys , while 87 or 54.4 percent were
girls. 37 or 23.1 percent are in the 7th grade, 40 or 25 percent are in the 8th grade, 28 or 17.5 percent
are in the 9th grade, 17.5 percent are in the 10th grade, 27 16.9 percent of them study in the 11th
grade.

13. How are you feeling right now? (Psychology)
Number Occupancy rate
Not expressed 66 41.3%
Positive 42 26.3%
Negative 52 32.5%
Total 160 100%
Table 1. Emotional sensitivity
To the question of expressing their feelings, 120 children or 75 percent did not express their
feelings at all, 7 children or 4.4 percent had positive feelings, and 33 children or 20.6 percent had
negative feelings.

14. Chi-Square Tests
Value df
Asymptotic Significance
(2-sided)
The ability to
distinguish
between
emotions
Pearson Chi-Square 5.883a
4 .208
Likelihood Ratio 5.752 4 .218
Linear-by-Linear Association 3.129 1 .077
N of Valid Cases 156
Ability to
verbalize
emotions
Pearson Chi-Square 54.330a
12 .000
Likelihood Ratio 52.829 12 .000
Linear-by-Linear Association 24.313 1 .000
N of Valid Cases 157
Ability to
openly
express
emotions
Pearson Chi-Square 31.370a
12 .002
Likelihood Ratio 35.647 12 .000
Linear-by-Linear Association 7.659 1 .006

15. Table 2. Mental abilities of mind and movement
The ability to
feel changes
in the body
caused by
emotional
movements
Pearson Chi-Square 17.092a
12 .146
Likelihood Ratio 15.480 12 .216
Linear-by-Linear Association 1.460 1 .227
N of Valid Cases 156
Ability to
understand
others
Pearson Chi-Square 37.429a
12 .000
Likelihood Ratio 37.394 12 .000
Linear-by-Linear Association 15.310 1 .000
N of Valid Cases 158
The ability to
judge your
own
emotions
Pearson Chi-Square 42.919a
8 .000
Likelihood Ratio 44.520 8 .000
Linear-by-Linear Association 26.604 1 .000
N of Valid Cases 158
Table 2. Mental abilities of mind and movement

16. Psychological state
Number
Occupancy
rate
Negative emotions prevailed 117 74.1%
Emotionally normal and balanced 38 24.1%
Positive emotions prevailed 3 1.9%
Total 158 100%
Table 3.Positive emotions prevailed

17. However, if we analyze the relationship by Kruskal Wallis test comparing the gender of
the students with each socio-emotional skill:
Table 4. Social-emotional skills
Test Statisticsa,b
Ability to make
responsible decisions
Social
consciousness
Self-
management
skills
Communication
skills
Kruskal-Wallis
H
1.614 2.359 3.736 2.339
df 3 3 3 3
Asymp. Sig. .656 .501 .291 .505

18. The result
1. 66 or 41.3% of the participants did not express their emotions, 42 or 32.5% were
negative, and 52 or 26.3% were positive.
2. 117 or 74.1% have negative emotions, 38 or 24.1% have balanced emotions, and 3 or
1.9% have positive emotions.
3. 117 or 74.1% have negative emotions, 38 or 24.1% have balanced emotions, and 3 or
1.9% have positive emotions.
4. When comparing the gender of students in terms of socio-psychological skills, self-
management skills are -3.736, social awareness -2.359, communication skills -2.339,
and the ability to make responsible decisions -1.614. In terms of gender, girls have a
higher manifestation of dominant skills.
5. The ability to express emotions verbally, the ability to understand and feel others, and
the ability to judge one's own emotions are very low when compared by age and
gender, and there is no noticeable difference between gender and age.
6. 1. Age and gender differences were observed in terms of the ability to openly express
emotions, the ability to feel changes in the body caused by emotions, and the ability to
distinguish between emotions. In terms of gender, these abilities are more noticeable in
girls as they progress through the grades.

19. Conclusion
1. It is important to pay attention to students' emotions and feelings in the learning
process.
2. It is important to pay attention to students' emotions and feelings in the learning
process.
3. It is important to pay attention to students' emotions and feelings in the learning
process.
4. Lessons should be fun, pleasant and based on positive emotions.
5. To prepare students to understand and accept others correctly
6. It is important to help them learn to express their opinions freely. We have come
to the conclusion that we are focusing on the cognitive side of the learning
process to the exclusion of emotional feelings.
7. It is important to help them learn to express their opinions freely. We have come
to the conclusion that we are focusing on the cognitive side of the learning
process to the exclusion of emotional feelings.
8. It is obvious that there is a need to pay more attention to the development and
formation of boys' emotions.
9. It is important for the teacher to understand, accept, and cooperate with the
students' emotional patterns as they affect the learning process.

20. Bibliography
In Mongolian :
1. 1. Bathishig. Ch. "Student's position in society and the relationship between emotional
competence", 2016
2. 1. Batsaikhan.B, Delgerjav.M, Glossary of Psychology, UB, 2013
3. Batsaikhan.B, Delgerjav.M, Dictionary of Psychology, UB, 2013
4. Batbold. Sh, Classics of Psychology, 2020
5. Ichinkhorloo .G,Results of the study of emotional intelligence of teenagers", 2021
6. Enkhbayar.B, "Student's emotional intelligence study"
7. Энхбаяр.Б, “Оюутан бие хүний сэтгэлийн хөдөлгөөний оюун ухааны судалгаа”
(Doctoral research work), 2019
Enkhtsetseg.M., "Results of studying the emotional competence of teenagers", 2021

21. In English:
1. Cherry K. "What Is the James-Lange Theory of Emotion?". Archived from the original on
14 February 2012. Retrieved 30 April 2012.
2. Clark McKown, Student Social and Emotional Competence Assessment The Current State
of the Field and a Vision for Its Future, 2019.
3. Xiao, W.; Peng, J.; Liao, S. Exploring the Associations between Social Media Addiction
and Depression: Attentional Bias as a Mediator and Socio-Emotional Competence as a
Moderator. Int. J. Environ. Res. Public Health 2022, 19, 13496.
https://doi.org/10.3390/ ijerph192013496
4. Ekman, P. (1993). Facial expression and emotion. American Psychologist, 48(4), 384–392.
https://doi.org/10.1037/0003-066X.48.4.384