Learning + Emotional Intelligence <= 3 Studies

Image credit: Harper's Young People (New York: Harper and Brothers, 1889)Vol. XI No. 544: 377

The following three studies offer exciting insights about the interaction between learning outcomes and emotional intelligence, and they present them through quantitative instruments and solid statistics.

1. Correlation between EQ and Verbal IQ (Uçar & Zarfsaz, 2022):

This investigation had 120 Turkish university students take two instruments measuring their emotional quotient (Bar-On adapted questionnaire) and their verbal intelligence quotient (Gardner's multiple intelligences), and then checked for possible relations with a two-way ANOVA.

The results support the hypothesis that stronger performances on the verbal scale were correlated with higher emotional intelligence scores.

Hopefully, this means that by remediating reading proficiency we would be able to help learners achieve better and more mature coping skills.

2. Grit, Emotional Intelligence, and Language Learning (Resnik, Moskowitz & Panicacci, 2021):

This study applied had 481 European students of foreign language courses respond to a series of instruments to measure the learners' enjoyment, anxiety, grit, and emotional intelligence. Afterwards, they conducted correlation and regression analyses to determine the validity of their hypotheses.

The results support the theory that learners with higher emotional intelligence also experienced more enjoyment of learning and exhibited grittier attitudes towards study in general.

Could it be that by promoting better opportunities for learners to develop their emotional intelligence we can help them in turn develop more grit, and have overall better learning experiences?

3. Social Competence and EQ (Al-Jundi & Al-Taher, 2022):

Teachers of students with learning disabilities were assessed using the Bar-On questionnaire and a social competence scale. The study includes interesting details about the item composition of the instruments used and how they complement each other. They interpreted the data with Pearson coefficient and factor analyses.

The investigators conclude that the most efficient teachers for students with learning disabilities are those who have higher emotional quotients.

The implications could be that providing teachers with experiences that allow them to enhance their emotional intelligence will in turn make them better when accomodating the needs of students with learning difficulties.

References:

Al-Jundi, K., & Al-Taher, M. A. (2022). The relationship between social competence and emotional intelligence among teachers of resource rooms for learning disabilities in Amman governorate. European Journal of Psychology and Educational Research, 5(1), 53-62. https://doi.org/10.12973/ejper.5.1.53

Resnik, P., Moskowitz, S. & Panicacci, A. (2021). Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions. Journal for the Psychology of Language Learning, 3(2), 99-117. https://doi.org/10.52598/jpll/3/2/7

Uçar, S. & Zarfsaz, E. (2022). The correlation between EQ and Verbal IQ: The case of Turkish EFL learners. Journal of Education and Special Education Technology, 8(1), 98-114. https://doi.org/10.18844/jeset.v8i1.8572