Undergraduate Students' Emotional Intelligence and Their Perceptions of Learner Autonomy: Interface between Social Science and English Language Students
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| Title: | Undergraduate Students' Emotional Intelligence and Their Perceptions of Learner Autonomy: Interface between Social Science and English Language Students |
|---|---|
| Language: | English |
| Authors: | Shabbani, Mohammad Bagher, Latifi, Gholam Reza, Javaheri, Reza, Mazlum, Masumeh |
| Source: | Cogent Education. 2020 7(1). |
| Availability: | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Emotional Intelligence, Student Attitudes, Personal Autonomy, Majors (Students), Social Studies, English (Second Language), Second Language Learning, Foreign Countries |
| Geographic Terms: | Iran (Tehran) |
| DOI: | 10.1080/2331186X.2020.1850194 |
| ISSN: | 2331-186X |
| Abstract: | Emotional Intelligence (EQ) of the students and its impact on their academic achievement has been amply studied since decades ago. However, it seems that the relationship between the students' EQ and perceptions of Learner Autonomy (LA) has not been appropriately investigated to the date. This study aimed at exploring the relationship between undergraduate students' EQ and LA. It also aimed at exploring the interaction between the students' major, and EQ as well as LA. The researcher selected 185 undergraduate students (95 social sciences and 90 EFL) at Allameh Tabataba'i University through convenience sampling. The data were collected through administering adopted learner autonomy and emotional intelligence instruments. The data were analyzed through descriptive statistics, Pearson Product correlation, Spearman rho correlation, and independent samples-t-test. The results showed that there is a significant correlation between Iranian undergraduate students' emotional intelligence and their perceptions of learner autonomy. It was also found there is not interaction/relationship between the students'' major and EQ as well as LA. The findings have pedagogical implications for undergraduate students, teachers, and teacher educators. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1282426 |
| Database: | ERIC |
| Abstract: | Emotional Intelligence (EQ) of the students and its impact on their academic achievement has been amply studied since decades ago. However, it seems that the relationship between the students' EQ and perceptions of Learner Autonomy (LA) has not been appropriately investigated to the date. This study aimed at exploring the relationship between undergraduate students' EQ and LA. It also aimed at exploring the interaction between the students' major, and EQ as well as LA. The researcher selected 185 undergraduate students (95 social sciences and 90 EFL) at Allameh Tabataba'i University through convenience sampling. The data were collected through administering adopted learner autonomy and emotional intelligence instruments. The data were analyzed through descriptive statistics, Pearson Product correlation, Spearman rho correlation, and independent samples-t-test. The results showed that there is a significant correlation between Iranian undergraduate students' emotional intelligence and their perceptions of learner autonomy. It was also found there is not interaction/relationship between the students'' major and EQ as well as LA. The findings have pedagogical implications for undergraduate students, teachers, and teacher educators. |
|---|---|
| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186X.2020.1850194 |
