On the Relationships among Emotional Intelligence, Affective and Social Strategy Use, and Academic Achievement of Iranian EFL Learners

Rastegar, Mina; Karami, Maliheh

doi:10.4304/tpls.3.2.389-396

Cited by 14 publications

(6 citation statements)

References 30 publications

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“…Unlike Varasteh et al, Rastegar and Kermani (2015) ascertained, ambiguity tolerance had no significant relation with the use of metacognitive and affective strategies. Nevertheless, the researchers' core point was emotional intelligence, which might have had an effect on ambiguity tolerance, but no significant relation was detected between emotional intelligence and ambiguity tolerance.…”

Section: Literature Reviewcontrasting

confidence: 62%

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

Kocaman

Pamukoğlu

2018

Sakarya University Journal of Education

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This study aims to investigate the perceptions of learners' tolerance of ambiguity in the process of learning a foreign language. One of the language learning variables is ambiguity tolerance (AT) which can be defined as an attitude to understand the target structure with insufficient knowledge and to what extent learners tolerate the unknown items in the target language. Reacting the "ambiguous" structure shows whether a language learner is tolerant or intolerant; or to what extent learner tolerates the structure and how the feelings of the learners affect and shape their achievement on the degree of tolerance. A total of 109 students (43 preparatory class and 66 first-year) in English Language Teaching (ELT) department have responded to a 12-item questionnaire of Second Language Tolerance of Ambiguity Scale (SLTAS) which was modified by Erten and Topkaya (2009) for the purpose of shedding light on this issue. In order to highlight a more detailed perception, the scale was implemented on different levels of students to see their levels of avoiding ambiguity tolerance. The results indicated that students do not appear to tolerate ambiguous language structures well because of their high level of ambiguity tolerance. In addition, results have revealed that there is no significant difference between preparatory classes and first-year students' levels of ambiguity tolerance. An open-ended questionnaire consisting of four open-ended questions was carried out with six preparatory class and five first-year students with the aim of measuring the consistency between the statistical results and the results of the content analysis. The data obtained from the open-ended questions on tolerance of ambiguity revealed parallel results with some of the studies reviewed in the current study.

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Section: Literature Reviewcontrasting

confidence: 62%

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

Kocaman

Pamukoğlu

2018

Sakarya University Journal of Education

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“…Psychologists have noted that general intelligence alone only contribute around 20 percent of individual success in life while the remaining 80 percent comes from other factors such as emotional intelligence (Goleman, 1995). It is said that individuals possess some abilities in using emotions in order to enhance thought effectively than others (Rastegar & Karami, 2013). Thus, emotional intelligence literature has grown since then (Mayer & Caruso, 2008;Matthews, Roberts, & Zeidner, 2004;Subramanyam, 2012).…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence: Its Relations To Communication and Information Technology Skills

Marzuki¹,

Mustaffa²,

Saad³

2015

ASS

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Emotional intelligence comprises of several important elements which enhance the ability of several key competencies. This study attempts to examine the relationship between emotional intelligence, communication skills and information technology skills among university students in Malaysia. Three thousand one hundred and one final year students from 10 public universities in Malaysia were randomly chosen as samples for this study. The BarOn Emotional Quotient: Short (EQ-i:S) by BarOn has been utilized for the purpose of measuring emotional intelligence. An inventory by Moreale, Spitzberg and Barga was used to measure communication skills while the Computer Efficacy Scale by Murphy, Coover and Owen was utilised to measure skills in information technology. Results showed that there were positive significant relationship between emotional intelligence and both communication and information technology skills. This study implicates that students with high emotional intelligence will have better command in communication skills and information technology skills.

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“…An individual's ability to express and comprehend emotions makes him or her emotionally unique and to communicate effectively. It is said that individuals possess some abilities to use emotions to enhance their thoughts effectively than others (Rastegar & Karami, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Emotional Intelligence and Values in Digital World through Emoticons among Indian Students and Faculty

Bhuvaneswari

Vijayakumar

2021

IJAE.j.asia.edu

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This study aims to striking differences between emotions in the real world, and emoticons of the digital world are the key focus areas as emotions play a crucial role in communication. It is undeniable that the emoticons of the digital world have changed altogether the way language is being perceived. This study also insists that while teaching time management and soft skills to students, it is vital to teaching digital communication (expressions via online). Therefore, it may need to be stressed in the curriculum. Conversation analysis or 'talk-in-interaction, a communication strategy, insists that everyday conversations have significance on the initiator—the method using the Emotional and Social Competency Inventory (ESCI) to get the analysis done. The results confirm a significant relationship between emotional intelligence (particularly on the clusters of self-management, social awareness, and relationship management) and communication skills.

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On the Relationships among Emotional Intelligence, Affective and Social Strategy Use, and Academic Achievement of Iranian EFL Learners

Cited by 14 publications

References 30 publications

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

Emotional Intelligence: Its Relations To Communication and Information Technology Skills

Emotional Intelligence and Values in Digital World through Emoticons among Indian Students and Faculty

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