Meanwhile, ample resources are not available such as instruments to measure students' emotional intelligence and motivation. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. Thus, the use of the PBL strategy and inquiry integratively is highly recommended in the learning process.Įmotional Intelligence (EI) and motivation to learn (ML) are essential attributions among school learners of today. It was based on the process of implementing both strategies that emphasized the search for solutions to the problems encountered by conducting investigations, hypotheses, testing, data mining supported by teamwork, collaboration, communication, discussion, and coordination. The results of this research showed that the PBL and inquiry strategies had substantial collation and synergy in the process of forming a framework of critical thinking and psychosocial of youth-level students. Its analytical techniques used deductions, induction, interpretation, and comparison and analysis of multilayered texts. The data sources were derived from documentation, books, and various related articles. This study used a qualitative descriptive approach with a literature study method. This research examined a pattern of integration between problem-based learning (PBL) strategy with inquiry in shaping the critical thinking framework and psychosocial of youth-level students.

The projects demonstrate the application of the augmented theory of successful intelligence in enhancing college and university admissions procedures.

Third, the Panorama Project showed the success of similar techniques in a less selective population.

Second, the Kaleidoscope Project improved prediction of academic and extracurricular performance over SAT scores alone but the ethnic-group differences usually obtained vanished. Three projects were created to evaluate the theory with regard to college admissions: First, the Rainbow Project demonstrated that prediction of first-year college academic performance could be increased while simultaneously decreasing differences between ethnic groups on a predictive assessment, in comparison with the Scholastic Aptitude Test (SAT). In contrast, the augmented theory of successful intelligence asserts that intelligence involves creative skills in producing new ideas, analytical skills in evaluating whether the ideas are good ones, practical skills in putting the ideas into practice and in convincing other people of the value of the ideas, and wisdom-based skills in confirming that one is using one's knowledge and skills to serve a common good. Standard conventional tests only assess a narrow sampling of the abilities required for success in school and in life.

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