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

Homayouni, Alireza; Yari, Fahimeh; Kazemirad, Kimiya; Pangh, Zahra; Mahmoudi, Sepideh; Kheirollahi Hosseinabadi, Kimia

doi:10.22034/iepa.2026.580261.1596

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

Document Type : Original Article

Authors

Alireza Homayouni ¹

Fahimeh Yari ²

Kimiya Kazemirad ³

Zahra Pangh ⁴

Sepideh Mahmoudi ¹

Kimia Kheirollahi Hosseinabadi ⁴

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

² General Directorate of Education, Counties of Tehran Province, Tehran, Iran

³ Department of Psychology, Imam Khomeini International University, Qazvin, Iran.

⁴ Department of Philosophy, Sociology, Education, and Applied Psychology, School of Psychology, University of Padua, Padua, Italy.

https://doi.org/10.22034/iepa.2026.580261.1596

Abstract

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.

Keywords

cultural intelligence

emotional creativity

English language learning

personality traits

students

Subjects

Language Psychology

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

Alejandro, J. (2024). The role of language in thought formation and personality. International Journal of Multidisciplinary Sciences, 2(4), 356–367. https://doi.org/10.37329/ijms.v2i4.3759

Allport, G. W., & Odbert, H. S. (1936). Trait names: A psycho-lexical study. Psychological Monographs, 47(1), Article 211.

Altarriba, J., & Basnight-Brown, D. (2022). The psychology of communication: The interplay between language and culture through time. Journal of Cross-Cultural Psychology, 53(7-8), 860–874. https://doi.org/10.1177/00220221221114046

Alzoubi, A. M. A., Al Qudah, M. F., Albursan, I. S., Bakhiet, S. F. A., & Alfnan, A. A. (2021). The predictive ability of emotional creativity in creative performance among university students. SAGE Open, 11(2), Article 21582440211008876.

Ang, S., Van Dyne, L., & Koh, C. (2006). Personality correlates of the four-factor model of cultural intelligence. Group and Organization Management, 31(1), 100–123. https://doi.org/10.1177/1059601105275267

Ang, S., Van Dyne, L., Koh, C., & Ng, K. Y. (2004, August). The measurement of cultural intelligence. In Academy of Management Meetings Symposium on Cultural Intelligence in the 21st Century. New Orleans.

Averill, J. R. (1999). Individual differences in emotional creativity: Structure and correlates. Journal of Personality, 67(2), 331–371. https://doi.org/10.1111/1467-6494.00058

Averill, J. R. (2005). Emotions as mediators and as products of creative activity. In E. Kaufman & J. Baer (Eds.), Creativity across domains: Faces of the muse (pp. 225–243). Lawrence Erlbaum.

Averill, J. R. (2007). Together again: Emotion and intelligence reconciled. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), The science of emotional intelligence: Knowns and unknowns (pp. 49–71). Oxford University Press.

Averill, J. R. (2009). Emotional creativity: Toward "spiritualizing the passions." In S. J. López & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 249–257). Oxford University Press.

Black, A. K., Choudhary, G., & Hernandez-DePaoli, T. (2025). Perceptual foundations of second language phonetic learning. In M. Reed & J. M. Levis (Eds.), The handbook of second language listening. Wiley. https://doi.org/10.1002/9781394312375.ch02

Cattell, R. B. (1973). Personality and mood by questionnaire. Jossey-Bass.

Cisneros, L. F. (2024). Addressing emotional aspects in the second language learning processes. HOW, 31(1), 167–185. https://doi.org/10.19183/how.31.1.704

Dewaele, J. M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. The International Journal of Bilingualism, 6(1), 23–38. https://doi.org/10.1177/13670069020060010201

Dewaele, J. M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion and neuroticism among adult bi- and multilinguals. The Modern Language Journal, 97(3), 670–684.

Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, Article 2128. https://doi.org/10.3389/fpsyg.2019.02128

Dostizadeh, M. (2008). Language competence in the beam of cultural recognition. Research in Contemporary World Literature, 13(46), 67–84. https://jor.ut.ac.ir/article_27285.html

Dumas, D. (2018). Understanding high school students' perceptions of their learning opportunities: A doubly latent approach. Frontiers in Education, 3, Article 76. https://doi.org/10.3389/feduc.2018.00076

Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford University Press.

Erzhanova, A. K., Kharkhurin, A. V., & Koncha, V. L. (2024). The influence of Big Five personality traits on foreign language classroom anxiety. Journal of the Higher School of Economics, 21(1), 184–201. https://doi.org/10.17323/1813-8918-2024-1-184-201

Eysenck, H. J. (1991). Dimensions of personality: 16, 5 or 3? Criteria for a taxonomic paradigm. Personality and Individual Differences, 12(8), 773–790. https://doi.org/10.1016/0191-8869(91)90144-Z

Eysenck, H. J., & Eysenck, M. W. (1985). Personality and individual differences: A natural science approach. Plenum.

Ezami, S., & Keyhan, J. (2018). Relationship between identity styles and academic help-seeking among non-native students of Islamic Azad University of Urmia: The mediating role of culture. Culture in Islamic University, 8(26), 107–128. https://ciu.nahad.ir/article_509.html

Faghan Nomali, E., Homayouni, A., & Nikpour, G. (2026). The mediating role of sacrifice motives in the relationship between personality traits and sexual self-esteem among married women. Sexuality & Culture, 30, 751–769. https://doi.org/10.1007/s12119-025-10445-x

Farrokh, P., & Jalili Kalengestani, Z. (2019). The relationship between personality traits and vocabulary learning strategies. Iranian Journal of Learning and Memory, 2(5), 47–53. https://doi.org/10.22034/iepa.2019.89548

Feng, Y. (2024). Trait theory of personality. In ECPH Encyclopedia of Psychology. Springer. https://doi.org/10.1007/978-981-99-6000-2_640-1

Goldberg, L. R. (1999). A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models. Personality Psychology in Europe, 7(1), 7–28. https://projects.ori.org/lrg/PDFs_papers/A%20broad-bandwidth%20inventory.pdf

Gottfredson, L. S. (2002). g: Highly general and highly practical. In R. J. Sternberg & E. L. Grigorenko (Eds.), The general factor of intelligence: How general is it? (pp. 331–380). Lawrence Erlbaum Associates.

Groves, R., & Welsh, B. (2010). The high school experience: What students say. Issues in Educational Research, 20(2), 87–104. http://www.iier.org.au/iier20/groves.html

Habók, A., & Magyar, A. (2020). The role of students' approaches in foreign language learning. Cogent Education, 7(1), Article 1770921. https://doi.org/10.1080/2331186X.2020.1770921

Hinkel, E. (2012). Language learning and language culture in a changing world. Applied Research on English Language, 1(2), 45–56. https://are.ui.ac.ir/article_15454.html

Homayouni, A. (2024). Determining the relationships between epistemological beliefs and English language anxiety mediated by emotional creativity in bilingual female Turkmen students. Middle Eastern Journal of Disability Studies, 14, Article 114. http://jdisabilstud.org/article-1-2738-en.html

Homayouni, A., Abdollahi, M. H., Hashemi, H., Farzad, V., & Dortaj, F. (2016). Correlation between creativity with language anxiety and learning English in Turkmen bilingual students. The Social Sciences, 11, 419–421. https://makhillpublications.co/files/published-files/mak-tss/2016/4-419-421.pdf

Homayouni, A., Rahmani, M., Khamohammadi, A., & Nikpour, G. A. (2014). Creative thinking as a predictor of English learning anxiety and successful learning English. Asian Journal of Research in Social Sciences and Humanities, 4(5), 448–452.

Hosseini, M. S., Homayouni, A., & Shahriary, S. (2019). Relationship between cultural intelligence and emotional creativity with learning English in students. In 27th European Congress of Psychiatry. Warsaw, Poland.

Jelodari, Z., Zenouzagh, Z. M., & Hashamdar, M. (2025). Exploring PBL and e-PBL: Implications for 21st-century skills in EFL education. Discover Education, 4, Article 311. https://doi.org/10.1007/s44217-025-00773-3

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Volume 9, Issue 34Spring 2026Pages 21-40

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Volume 9, Issue 34
Spring 2026
Pages 21-40