Iranian Journal of Learning and Memory

The Relationship Between Cultural Intelligence, Personality Traits, and Emotional Creativity with English Language Learning Among Students*

Articles in Press

Authors

Alireza Homayouni 1
Fahimeh Yari 2
Zahra Pangh 3
Sepideh Mahmoudi 4
Kimia Kheirollahi Hosseinabadi 5

1 Department of Psychology, BG.C., Islamic Azad University, Bandar Gaz, Iran.

2 Ph.D. in Distance Education Planning, General Directorate of Education, Counties of Tehran Province

3 Student of Clinical, Social and Intercultural Psychology Master’s Programme, University of Padua, Italy

4 MA in clinical psychology

5 Master's Graduate, Department of Philosophy, Sociology, Education, and Applied Psychology, School of Psychology, University of Padua, Padua, Italy.

10.22034/iepa.2026.247862
Abstract
Objective: 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 was a correlational research design. The statistical population consisted of all secondary school students, from whom 126 participants were selected based on Tabachnick and Fidell’s table 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 coefficient and regression analysis.
Results: The results showed that cultural intelligence, emotional creativity, and the personality traits of extraversion, agreeableness, openness to new experiences, and conscientiousness had a positive and significant relationship with English language learning. In contrast, neuroticism had a negative and significant relationship with English language learning. Regression analysis indicated that cultural intelligence, with a beta coefficient (β=0.21) 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

Keywords

cultural intelligence
emotional creativity
English language learning
personality traits
students
Iranian Journal of Learning and Memory

Articles in Press, Corrected Proof
Available Online from 24 July 2026

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