Trait emotional intelligence and learning styles: the case of Iranian English for Academic Purposes learners

Abstract

Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes (EAP) learners were recruited to fill out the Farsi version of Emotional Intelligence Scale (FEIS-41) and Paragon Learning Styles Inventory (PLSI). The results revealed that the participants achieved the highest score in Optimism/Mood Regulation sub-scale of the FEIS-41. With respect to the four dimensions of PLSI, Sensing, Feeling, Judging and Extrovert were the participants’ preferred learning styles, respectively. Besides, analysis of data illustrated that gender did not affect their EI and learning styles preferences. Furthermore, the significance of 9 out of 12 computed correlations between three sub-skills of FEIS-41 and four dimensions of PLSI indicated the existence of correlation between EI and learning styles preferences of Iranian EAP learners.

Keywords:

• individual difference factors
• trait emotional intelligence (TEI)
• learning styles
• EAP learners

Acknowledgements

The authors would like to thank Elizabeth J. Austin for her permission to adopt Emotional Intelligence Scale-41 (EIS-41) and for her suggestions during analysis of the questionnaire. Sincere appreciations are also due to Peter Salovey and John D. Mayer for providing us with helpful information on emotional intelligence. Moreover, we express deep gratitude to John Shindler for providing useful information about learning styles as well as granting permission to employ PLSI.