Trait Emotional Intelligence and Learning Styles: The Case of Iranian English for Academic Purposes Learners

Autor/inn/en	Aliakbari, Mohammad; Abol-Nejadian, Rezvan
Titel	Trait Emotional Intelligence and Learning Styles: The Case of Iranian English for Academic Purposes Learners
Quelle	In: Educational Psychology, 35 (2015) 7, S.779-793 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.819071
Schlagwörter	Foreign Countries; English (Second Language); English for Academic Purposes; Emotional Intelligence; Cognitive Style; Correlation; Scores; Questionnaires; Graduate Students; Likert Scales; Emotional Response; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Emotionale Intelligenz; Cognitive styles; Kognitiver Stil; Korrelation; Fragebogen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Likert-Skala; Emotionales Verhalten
Abstract	Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes (EAP) learners were recruited to fill out the Farsi version of Emotional Intelligence Scale (FEIS-41) and Paragon Learning Styles Inventory (PLSI). The results revealed that the participants achieved the highest score in Optimism/Mood Regulation sub-scale of the FEIS-41. With respect to the four dimensions of PLSI, Sensing, Feeling, Judging and Extrovert were the participants' preferred learning styles, respectively. Besides, analysis of data illustrated that gender did not affect their EI and learning styles preferences. Furthermore, the significance of 9 out of 12 computed correlations between three sub-skills of FEIS-41 and four dimensions of PLSI indicated the existence of correlation between EI and learning styles preferences of Iranian EAP learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01