Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 9 34 2026 06 01 The Relationship Between Cultural Intelligence, Personality Traits, and Emotional Creativity with English Language Learning among Students 21 40 251391 10.22034/iepa.2026.580261.1596 EN Alireza Homayouni Department of Psychology, BG.C., Islamic Azad University, Bandar Gaz, Iran. 0000-0003-1697-5673 Fahimeh Yari General Directorate of Education, Counties of Tehran Province, Tehran, Iran 0000-0003-1991-6118 Kimiya Kazemirad Department of Psychology, Imam Khomeini International University, Qazvin, Iran. Zahra Pangh Department of Philosophy, Sociology, Education, and Applied Psychology, School of Psychology, University of Padua, Padua, Italy. Sepideh Mahmoudi Department of Psychology, BG.C., Islamic Azad University, Bandar Gaz, Iran. 0000-0002-2980-9503 Kimia Kheirollahi Hosseinabadi Department of Philosophy, Sociology, Education, and Applied Psychology, School of Psychology, University of Padua, Padua, Italy. Journal Article 2026 05 03 Objective: English, as an international language, is one of the most widely used languages used in most countries, and language learning is a complex product of personality, cognitive, cultural, and social factors. Thus, the present study aimed to investigate the relationship of cultural intelligence, personality traits, and emotional creativity with English language learning among students. Method: This study adopted a correlational research design. The statistical population consisted of all secondary school students and first- and second grade high school students in Gorgan in 2024, from whom 126 participants were selected using GPower software and through convenience sampling. The research instruments included Averill’s Emotional Creativity Questionnaire (1991), Ang et al.’s Cultural Intelligence Questionnaire (2004), and Goldberg’s Short Form of Personality Traits (1991). Students’ final English course grades were used to measure the variable of English language learning. The data were analyzed using Pearson’s correlation coefficients and regression analysis by SPSS 18 software. Results: The results showed that cultural intelligence (.29), emotional creativity (.21), and the personality traits of extraversion (.20), agreeableness (.16), openness to new experiences (.20), and conscientiousness (.18) had a positive and significant relationship with English language learning. In contrast, neuroticism had a negative and significant relationship with English language learning (-.18) at P=.05. Regression analysis indicated that cultural intelligence, with a beta coefficient (β=.21), could predict English language learning. Conclusion: Based on the findings of the study, it is recommended that educational authorities and practitioners pay special attention to the role of cultural intelligence, personality traits, and emotional creativity in teaching foreign languages so that students’ motivation and ability to learn English may be enhanced.

https://journal.iepa.ir/article_251391_95654404c18f0eb81f7bf9771b33baa6.pdf