Mehdi Dehghayedi; Mohammad Sadegh Bagheri
Abstract
This study examined the relationship between EFL teachers’ emotional intelligence, critical thinking, and reflectivity and their language learning as well as teaching beliefs. It investigated how well each of the variables can predict EFL teachers’ language learning beliefs and its respective ...
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This study examined the relationship between EFL teachers’ emotional intelligence, critical thinking, and reflectivity and their language learning as well as teaching beliefs. It investigated how well each of the variables can predict EFL teachers’ language learning beliefs and its respective levels. Accordingly, four questionnaires were given to 130 EFL teachers, and the elicited data were analyzed via correlational and multiple/multivariate regression analyses. Results revealed that 18% of teachers’ beliefs was significantly explained by the triplex unity. Critical thinking and emotional intelligence had significant contributions of 25% and 19%, respectively. The collective contributions of the three variables were only significant to three of the five dependent levels, i.e. 8% to language nature, 17% to motivation and expectation, and 22% to learning and communication. Accordingly, some pedagogical implications were elucidated.
Naeimeh Shabanishad; Seyed Ali Hosseini Almadani; Saeid Motevalli
Abstract
The present study aimed to develop a model of identity styles based on emotional intelligence with the mediating role of self-concept. The statistical population of this study was 310 first and second-grade high school female students of Tehran in the academic year of 2018-2019. Standard questionnaires ...
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The present study aimed to develop a model of identity styles based on emotional intelligence with the mediating role of self-concept. The statistical population of this study was 310 first and second-grade high school female students of Tehran in the academic year of 2018-2019. Standard questionnaires of Bar-On (1997) emotional intelligence, Berzonsky (1992) identity style, and Karami (2008) self-concept were used through structural equation modeling for analyzing data collected. The results showed that emotional intelligence had a positive relationship with normative identity, informational and commitment styles in high-school female students. On the other hand, it was found that self-concept has a positive relationship with commitment and informational identity styles and a negative relationship with diffuse identity style.Finally, regarding the mediating role of self-concept, the results showed that it mediated the relationship between emotional intelligence and commitment and informational identity styles positively, whereas negatively mediates the relationship between emotional intelligence and diffuse identity style. The results can be used to improve the social and individual status of students through the use of self-concept classes and workshops for students to enhance their level of critical thinking, as well as to change the attitude of families and society toward education on how to treat with their children.