This study examined the relationship between emotional intelligence (EQ), intelligence quotient (IQ), and reading comprehension among 45 Iranian university students. The students completed assessments measuring their EQ, IQ, and reading comprehension abilities. The results showed that IQ had a stronger correlation with reading comprehension scores than total EQ. However, some EQ subscales like interpersonal skills, intrapersonal skills, and stress management showed small but significant correlations with reading comprehension. Overall, the study found that IQ is a more determinative factor for reading comprehension proficiency than total EQ.
Understanding EmotionalIntelligence in Educational Contextinventionjournals
Emotional intelligence (EI), the recent origin concept in the field of social and Behavioural science, is getting more and more popularity in research, business and recruitment purpose. Low predictability of IQ score in real life situation and workplace gave birth the new concept. We have seen that someone who are incredibly bright and intelligent yet cannot seem to pull their life together. As the pace of change is increasing and world of work is making ever greater demands on a person‟s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. Its importance and relevance in various fields is being scientifically researched and asserted. Yet, the cross-cultural relevance of the concept still remains an unexplored area. In this present paper attempt were made to make a clear understanding regarding the concept, nature, models and implication in the field of education, which will be helpful for in the field of education (in classroom). Though this concept is popular in western country, Indian views regarding EI has also been analyzed in this present paper.
A Study of Relationship between Emotional Intelligence and Academic Achieveme...Kathryn Patel
This document summarizes research on the relationship between emotional intelligence and academic achievement among 11th grade commerce students in India. It first provides background on emotional intelligence and defines it as the ability to perceive, understand, and manage emotions. The study examined 600 11th grade commerce students across urban and rural schools in India, measuring their emotional intelligence using an inventory and assessing their academic achievement through commerce test scores. The results demonstrated a significant positive relationship between students' emotional intelligence and their academic achievement in commerce. The document concludes that emotional intelligence is an important factor for academic success and should be integrated into educational curricula.
Emotional Intelligence-The Secret to Business SuccessSami Nassif
1) Emotional intelligence (EQ) refers to one's ability to understand and manage emotions and social relationships. It has been shown that EQ is often more important than IQ for success, especially in business leadership.
2) Daniel Goleman's research identified five key components of EQ for leaders: self-awareness, self-regulation, motivation, empathy, and social skills. Leaders with strong EQ in these areas tend to outperform those with lower EQ.
3) Studies have found a direct correlation between the EQ of top corporate executives and the financial performance of their companies. High EQ leaders were able to build effective teams and motivate employees, leading to greater productivity and profits.
A Study On Emotional Intelligence At Work PlaceSara Alvarez
This document discusses emotional intelligence at the workplace. It begins with definitions of emotional intelligence and explanations of its importance in the workplace. Workers with high emotional intelligence are better able to express emotions healthily, understand coworkers' emotions, and enhance work relationships and performance. The document then reviews literature on emotional intelligence, describing studies that examined its relationship to student success and gender differences in leadership. The study's objectives are described as examining the determinants of employee emotional intelligence and their awareness of it. The methodology, a descriptive study using questionnaires, is explained. Results found several factors that determine employee emotional intelligence, including relationships, adaptability, initiative, responsibility, leadership, optimism, and team building.
This chapter discusses various theories of intelligence, including:
1. General intelligence as proposed by Charles Spearman, which refers to a general cognitive ability measured by performance across different cognitive tests.
2. Multiple intelligences theory by Howard Gardner, which proposes there are different types of intelligences like musical, bodily, interpersonal, and more.
3. Triarchic theory of intelligence by Robert Sternberg, which defines intelligence through analytical, creative, and practical abilities for adaptation.
4. Emotional intelligence conceptualized by Mayer, Salovey, and Goleman as skills in perceiving, understanding, and managing emotions.
This document discusses emotional intelligence, including its history and various definitions. It describes several models that aim to measure EI levels, such as ability models focusing on social skills and trait models emphasizing self-knowledge. Research has found high EI is associated with better mental health, job performance, and leadership. The document also examines the relationship between EI and personality, as well as the advantages of high emotional intelligence.
A Comprehensive Literature Review and Measurement Techniques on Emotional Int...rahulmonikasharma
Youth are the major seekers of employment as they traverse their journey of life from adolescent to youth. A significant proportion of youth take over the business of their family as heir apparent, but the major proportion of youth becomes the first time jobseekers and searches for economic opportunities as existing in their country of residence. Employment market is a dynamic system where people keep getting in and out of system. Through this paper the authors are interested to explore the relationship among the emotional intelligence with the Indian youth with respect to leadership and entrepreneurial ability. The author’s are explored the measurement techniques for the emotional intelligence
Emotional intelligence was introduced in 1990 and refers to the human capacity to understand and manage emotions in oneself and others. It involves directing emotions in a balanced way rather than stifling them. There are three main models of emotional intelligence: Salovey and Mayer's ability model, Bar-On's mixed model, and Goleman's competency model. These models involve skills like emotional perception, facilitation of thought with emotion, understanding of emotion, and reflective regulation of emotion to promote personal growth. Emotional intelligence is seen as complementary to cognitive intelligence and important for work performance and relationships.
Understanding EmotionalIntelligence in Educational Contextinventionjournals
Emotional intelligence (EI), the recent origin concept in the field of social and Behavioural science, is getting more and more popularity in research, business and recruitment purpose. Low predictability of IQ score in real life situation and workplace gave birth the new concept. We have seen that someone who are incredibly bright and intelligent yet cannot seem to pull their life together. As the pace of change is increasing and world of work is making ever greater demands on a person‟s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. Its importance and relevance in various fields is being scientifically researched and asserted. Yet, the cross-cultural relevance of the concept still remains an unexplored area. In this present paper attempt were made to make a clear understanding regarding the concept, nature, models and implication in the field of education, which will be helpful for in the field of education (in classroom). Though this concept is popular in western country, Indian views regarding EI has also been analyzed in this present paper.
A Study of Relationship between Emotional Intelligence and Academic Achieveme...Kathryn Patel
This document summarizes research on the relationship between emotional intelligence and academic achievement among 11th grade commerce students in India. It first provides background on emotional intelligence and defines it as the ability to perceive, understand, and manage emotions. The study examined 600 11th grade commerce students across urban and rural schools in India, measuring their emotional intelligence using an inventory and assessing their academic achievement through commerce test scores. The results demonstrated a significant positive relationship between students' emotional intelligence and their academic achievement in commerce. The document concludes that emotional intelligence is an important factor for academic success and should be integrated into educational curricula.
Emotional Intelligence-The Secret to Business SuccessSami Nassif
1) Emotional intelligence (EQ) refers to one's ability to understand and manage emotions and social relationships. It has been shown that EQ is often more important than IQ for success, especially in business leadership.
2) Daniel Goleman's research identified five key components of EQ for leaders: self-awareness, self-regulation, motivation, empathy, and social skills. Leaders with strong EQ in these areas tend to outperform those with lower EQ.
3) Studies have found a direct correlation between the EQ of top corporate executives and the financial performance of their companies. High EQ leaders were able to build effective teams and motivate employees, leading to greater productivity and profits.
A Study On Emotional Intelligence At Work PlaceSara Alvarez
This document discusses emotional intelligence at the workplace. It begins with definitions of emotional intelligence and explanations of its importance in the workplace. Workers with high emotional intelligence are better able to express emotions healthily, understand coworkers' emotions, and enhance work relationships and performance. The document then reviews literature on emotional intelligence, describing studies that examined its relationship to student success and gender differences in leadership. The study's objectives are described as examining the determinants of employee emotional intelligence and their awareness of it. The methodology, a descriptive study using questionnaires, is explained. Results found several factors that determine employee emotional intelligence, including relationships, adaptability, initiative, responsibility, leadership, optimism, and team building.
This chapter discusses various theories of intelligence, including:
1. General intelligence as proposed by Charles Spearman, which refers to a general cognitive ability measured by performance across different cognitive tests.
2. Multiple intelligences theory by Howard Gardner, which proposes there are different types of intelligences like musical, bodily, interpersonal, and more.
3. Triarchic theory of intelligence by Robert Sternberg, which defines intelligence through analytical, creative, and practical abilities for adaptation.
4. Emotional intelligence conceptualized by Mayer, Salovey, and Goleman as skills in perceiving, understanding, and managing emotions.
This document discusses emotional intelligence, including its history and various definitions. It describes several models that aim to measure EI levels, such as ability models focusing on social skills and trait models emphasizing self-knowledge. Research has found high EI is associated with better mental health, job performance, and leadership. The document also examines the relationship between EI and personality, as well as the advantages of high emotional intelligence.
A Comprehensive Literature Review and Measurement Techniques on Emotional Int...rahulmonikasharma
Youth are the major seekers of employment as they traverse their journey of life from adolescent to youth. A significant proportion of youth take over the business of their family as heir apparent, but the major proportion of youth becomes the first time jobseekers and searches for economic opportunities as existing in their country of residence. Employment market is a dynamic system where people keep getting in and out of system. Through this paper the authors are interested to explore the relationship among the emotional intelligence with the Indian youth with respect to leadership and entrepreneurial ability. The author’s are explored the measurement techniques for the emotional intelligence
Emotional intelligence was introduced in 1990 and refers to the human capacity to understand and manage emotions in oneself and others. It involves directing emotions in a balanced way rather than stifling them. There are three main models of emotional intelligence: Salovey and Mayer's ability model, Bar-On's mixed model, and Goleman's competency model. These models involve skills like emotional perception, facilitation of thought with emotion, understanding of emotion, and reflective regulation of emotion to promote personal growth. Emotional intelligence is seen as complementary to cognitive intelligence and important for work performance and relationships.
This document discusses the history and models of emotional intelligence (EI). It begins by providing definitions of EI from various researchers, including the original conceptualization by Salovey and Mayer in 1990. It then reviews three main models of EI: the ability model by Mayer and Salovey, the competency model by Goleman, and the mixed model by Bar-On. The document concludes by mentioning some common measures used to assess levels of EI.
Emotional intelligence (EI) refers to the ability to understand and manage one's own emotions and recognize emotions in others in order to guide thinking and behavior. It was first proposed in 1985 and later popularized by Daniel Goleman, who argued EI is the largest predictor of success in the workplace. Tests of emotional intelligence (EQ) evaluate soft skills like self-awareness and empathy, in contrast to IQ tests which measure hard skills like math ability.
The document discusses emotional intelligence, defining it as the ability to recognize and manage one's own emotions and the emotions of others. It outlines several models of emotional intelligence, including ability models that see it as a type of intelligence involving perceiving, using, understanding and managing emotions. Mixed models combine mental ability with personality traits like optimism. The document also discusses trait models that view emotional intelligence as self-perceptions of emotional abilities. Finally, it summarizes Daniel Goleman's model of emotional intelligence as including self-awareness, self-management, social awareness and relationship management.
Emotional intelligence (EI) involves traits and social skills that help interpersonal behavior. It focuses on aspects of intelligence related to self-knowledge and social adaptation. The term was first introduced in 1985 and later popularized by Daniel Goleman, who argued EI is the largest predictor of workplace success. Tests of emotional intelligence (EQ) evaluate soft skills like self-awareness and empathy, in contrast to IQ tests which assess academic abilities.
Emotional Intelligence & Performance, Keith Lawrence MillerKeith Miller
This document provides a summary of research on the relationship between emotional intelligence and performance. It discusses that emotional intelligence involves the ability to perceive, understand, and manage emotions. Research has found emotional intelligence to be positively correlated with job performance, leadership success, work experience, and academic performance. While emotional intelligence explains some variability in performance, research also shows it overlaps with cognitive intelligence and personality traits. More research is still needed to fully understand and define emotional intelligence and its relationship with individual performance.
Learners with different mental abilitiessitamajhi1
Mental ability, Learners with different mental abilities- intelligence, emotional intelligence and creativity: their concept, nature, and assessment. categorization of learner
The document discusses several topics related to intelligence:
1) It examines theories that intelligence consists of either a general ability or multiple specific abilities. 2) It explores research on emotional intelligence and creativity as forms of intelligence. 3) Recent studies indicate some correlation between brain size/function and intelligence test scores.
The document discusses intelligence quotient (IQ) tests and theories of intelligence. It provides information on:
1. Definitions of IQ as a score based on mental and chronological age. Genetics and environment both influence IQ.
2. Neurological factors correlated with intelligence including brain size and activity levels.
3. Motivation being important for intelligence and involving activation, persistence, and intensity towards goals.
4. Theories of intelligence including Spearman's two-factor theory distinguishing general intelligence from specific abilities. Wechsler scales measure intelligence in children and adults.
The fundamental difference between Man and animal is Rationality with which Intelligence Quotient (IQ) deals
.The fundamental difference between Man and Machine (Robot) is Emotionality with which Emotional Intelligence (EQ)
deals. Thus IQ and EQ are human specific qualities. Both are reflected in man’s social behavior and interactions with which
Social Intelligence (SQ) deals. Present paper aims at examining whether these three typically human faculties are
independent or are inter-correlated. Three questionnaires measuring IQ, EQ and SQ respectively were given to 60 college
students, including males and females. Pearson and Partial Correlations were calculated through SPSS 15.0. The results
showed no significant correlation of IQ with EQ and SQ, but the correlation between EQ and SQ was found to be statistically
significant. This implies that IQ is independent faculty but EQ and SQ are correlated.
This case study analyzes the personality and work attitudes of a high-achieving individual through various dimensions. The individual assessed is Mr. Ouple, a 42-year old station house officer in the Punjab Police department in Lahore, Pakistan. The factors analyzed include personality using the Five Factor Model, emotional intelligence, motivation, leadership styles, workplace happiness, self-image, and deviant behaviors. Personality is shaped by experiences and culture/family. High conscientiousness and extraversion predict job performance. Emotional intelligence relates to performance and leadership. Intrinsic and extrinsic motivation impact performance. Path-goal theory describes leadership. Workplace factors like rewards, environment impact happiness. Self-esteem relates to self
Assessment Of Emotional Intelligence Of School StudentsRick Vogel
The document provides an overview of emotional intelligence and its importance in education. It discusses how traditional education systems have focused primarily on intellectual achievement over emotional development. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and relationship skills. It accounts for 80% of success in life according to some research. Developing students' emotional intelligence can help with learning, confidence, communication skills, and cooperation. Assessing emotional intelligence in school students is important to help guide their overall development and prepare them for future success.
Findings, Suggestions and Conclusion_revised.docxAzraAhmed10
This chapter discusses the results of a study examining the factors of emotional intelligence (EI) among IT employees. Statistical tests found the data was normally distributed. The study found moderate to high levels of self-awareness, self-management, social awareness, relationship management, and overall EI. Strong positive correlations were observed between all EI factors. Self-awareness and relationship management had the strongest association with overall EI. The chapter discusses the implications of these findings and suggestions for further research.
This document provides an overview of the history and development of the concept of emotional intelligence. It discusses how early researchers like Wechsler recognized the importance of non-cognitive abilities. In the 1990s, Salovey and Mayer coined the term "emotional intelligence" and defined it as involving the ability to monitor and use emotions. Goleman brought the concept to popular attention in his 1995 book. Research has found emotional intelligence abilities like handling frustration and controlling emotions are better predictors of life success than IQ alone. The document establishes the scientific foundation of emotional intelligence while acknowledging popular interpretations as well.
Paper Writing Service - HelpWriting.net 👈
✅ Quality
You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector.
✅ On-time delivery
We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment.
✅ Free revisions
You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
Emotional Intelligence Research Paper
The intention of this paper is to explain on the relevancy of Emotional Intelligence in which of how it is connected in organizational behavior. Emotional Intelligence (EQ) was first introduced to the public in 1995 by a physiologist named Dr. Daniel Goleman, even other sources were aware that it may have discussed earlier to date as of 1985. According to Goleman, Emotional Intelligence is a type of social intelligence that involves the ability to monitor one s own and other s feeling and emotions, to discriminate among them and to use this information to guide one s thinking and actions. In the context of organizational behavior, the Emotional Intelligence principles provide a new way to understand and assess people s behaviors, management styles, attitudes, interpersonal skills, and potential. It plays an important consideration in human resources functions in managing the planning, job profiling, recruitment activities, interview sessions, management development, customer relations and customer service, and many other related to organization...show more content...It was a hit, being one of the best international bestselling book. Later, Goleman developed the argument that non cognitive skills can matter as much as I.Q. for workplace success in Working with Emotional Intelligence (1998, Bantam Books). The author begins by describing that the intellectual intelligence in entirely based on the neocortex, the most recently evolved parts of the brain. Emotional intelligence would depend much more on the emotional centers of the lower brain, the more primitive sub cortex. Intelligence is the potential for learning something, and technical skil
- The document summarizes a case study interview of a successful 14-year-old Greek language learner named Maria.
- Maria is highly motivated to learn English for both instrumental reasons like career opportunities, as well as integrative reasons such as interacting with other cultures.
- Her extraverted personality and agency allow her to practice English through activities like Model United Nations, developing her identity as a successful language learner.
This document discusses emotional intelligence, including its definition, history, models, and criticisms. It provides definitions of emotional intelligence as the ability to recognize and manage one's own emotions and the emotions of others. The document traces the history of the concept originating in 1964 and gaining popularity from Daniel Goleman's 1995 book. It describes three main models of emotional intelligence: the ability model focusing on perceiving, using, understanding, and managing emotions; the mixed model introduced by Goleman combining abilities and traits; and the trait model measuring self-perceived abilities. The document also notes criticisms of emotional intelligence regarding whether it is a true intelligence and its validity compared to IQ and personality traits.
Differences in Emotional (Affective) Intelligence among Gifted and Ordinary S...inventionjournals
This study aimed at identifying emotional intelligence Levels among gifted and ordinary students as well as finding wether there were differences among these students. The study was conducted on a sample of (100) ordinary and gifted eight graders at thaled bin al-waleed and king Abdullah II excellence schools at Irbid governorate, where (50) students from each school were selected. Data were collected using a researcher based on Goleman (1983) model, developed questionnaire. Results showed that emotional intelligence level among gifted students was high, however, among ordinary students, emotional level was moderate. Results also showed statistically significant differences in emotional intelligence levels between ordinary and gifted students where gifted students outperformed their ordinary partuers in this intelligence. The study also included some suggested recommendation.
The document discusses how emotional intelligence can help college students succeed by allowing them to effectively manage the emotional challenges of transitioning to college, such as persevering through difficulties. It defines emotional intelligence as the ability to identify, understand, and manage emotions in oneself and others. Developing emotional intelligence skills can help students navigate both the positive and negative experiences of college.
This document discusses the history and models of emotional intelligence (EI). It begins by providing definitions of EI from various researchers, including the original conceptualization by Salovey and Mayer in 1990. It then reviews three main models of EI: the ability model by Mayer and Salovey, the competency model by Goleman, and the mixed model by Bar-On. The document concludes by mentioning some common measures used to assess levels of EI.
Emotional intelligence (EI) refers to the ability to understand and manage one's own emotions and recognize emotions in others in order to guide thinking and behavior. It was first proposed in 1985 and later popularized by Daniel Goleman, who argued EI is the largest predictor of success in the workplace. Tests of emotional intelligence (EQ) evaluate soft skills like self-awareness and empathy, in contrast to IQ tests which measure hard skills like math ability.
The document discusses emotional intelligence, defining it as the ability to recognize and manage one's own emotions and the emotions of others. It outlines several models of emotional intelligence, including ability models that see it as a type of intelligence involving perceiving, using, understanding and managing emotions. Mixed models combine mental ability with personality traits like optimism. The document also discusses trait models that view emotional intelligence as self-perceptions of emotional abilities. Finally, it summarizes Daniel Goleman's model of emotional intelligence as including self-awareness, self-management, social awareness and relationship management.
Emotional intelligence (EI) involves traits and social skills that help interpersonal behavior. It focuses on aspects of intelligence related to self-knowledge and social adaptation. The term was first introduced in 1985 and later popularized by Daniel Goleman, who argued EI is the largest predictor of workplace success. Tests of emotional intelligence (EQ) evaluate soft skills like self-awareness and empathy, in contrast to IQ tests which assess academic abilities.
Emotional Intelligence & Performance, Keith Lawrence MillerKeith Miller
This document provides a summary of research on the relationship between emotional intelligence and performance. It discusses that emotional intelligence involves the ability to perceive, understand, and manage emotions. Research has found emotional intelligence to be positively correlated with job performance, leadership success, work experience, and academic performance. While emotional intelligence explains some variability in performance, research also shows it overlaps with cognitive intelligence and personality traits. More research is still needed to fully understand and define emotional intelligence and its relationship with individual performance.
Learners with different mental abilitiessitamajhi1
Mental ability, Learners with different mental abilities- intelligence, emotional intelligence and creativity: their concept, nature, and assessment. categorization of learner
The document discusses several topics related to intelligence:
1) It examines theories that intelligence consists of either a general ability or multiple specific abilities. 2) It explores research on emotional intelligence and creativity as forms of intelligence. 3) Recent studies indicate some correlation between brain size/function and intelligence test scores.
The document discusses intelligence quotient (IQ) tests and theories of intelligence. It provides information on:
1. Definitions of IQ as a score based on mental and chronological age. Genetics and environment both influence IQ.
2. Neurological factors correlated with intelligence including brain size and activity levels.
3. Motivation being important for intelligence and involving activation, persistence, and intensity towards goals.
4. Theories of intelligence including Spearman's two-factor theory distinguishing general intelligence from specific abilities. Wechsler scales measure intelligence in children and adults.
The fundamental difference between Man and animal is Rationality with which Intelligence Quotient (IQ) deals
.The fundamental difference between Man and Machine (Robot) is Emotionality with which Emotional Intelligence (EQ)
deals. Thus IQ and EQ are human specific qualities. Both are reflected in man’s social behavior and interactions with which
Social Intelligence (SQ) deals. Present paper aims at examining whether these three typically human faculties are
independent or are inter-correlated. Three questionnaires measuring IQ, EQ and SQ respectively were given to 60 college
students, including males and females. Pearson and Partial Correlations were calculated through SPSS 15.0. The results
showed no significant correlation of IQ with EQ and SQ, but the correlation between EQ and SQ was found to be statistically
significant. This implies that IQ is independent faculty but EQ and SQ are correlated.
This case study analyzes the personality and work attitudes of a high-achieving individual through various dimensions. The individual assessed is Mr. Ouple, a 42-year old station house officer in the Punjab Police department in Lahore, Pakistan. The factors analyzed include personality using the Five Factor Model, emotional intelligence, motivation, leadership styles, workplace happiness, self-image, and deviant behaviors. Personality is shaped by experiences and culture/family. High conscientiousness and extraversion predict job performance. Emotional intelligence relates to performance and leadership. Intrinsic and extrinsic motivation impact performance. Path-goal theory describes leadership. Workplace factors like rewards, environment impact happiness. Self-esteem relates to self
Assessment Of Emotional Intelligence Of School StudentsRick Vogel
The document provides an overview of emotional intelligence and its importance in education. It discusses how traditional education systems have focused primarily on intellectual achievement over emotional development. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and relationship skills. It accounts for 80% of success in life according to some research. Developing students' emotional intelligence can help with learning, confidence, communication skills, and cooperation. Assessing emotional intelligence in school students is important to help guide their overall development and prepare them for future success.
Findings, Suggestions and Conclusion_revised.docxAzraAhmed10
This chapter discusses the results of a study examining the factors of emotional intelligence (EI) among IT employees. Statistical tests found the data was normally distributed. The study found moderate to high levels of self-awareness, self-management, social awareness, relationship management, and overall EI. Strong positive correlations were observed between all EI factors. Self-awareness and relationship management had the strongest association with overall EI. The chapter discusses the implications of these findings and suggestions for further research.
This document provides an overview of the history and development of the concept of emotional intelligence. It discusses how early researchers like Wechsler recognized the importance of non-cognitive abilities. In the 1990s, Salovey and Mayer coined the term "emotional intelligence" and defined it as involving the ability to monitor and use emotions. Goleman brought the concept to popular attention in his 1995 book. Research has found emotional intelligence abilities like handling frustration and controlling emotions are better predictors of life success than IQ alone. The document establishes the scientific foundation of emotional intelligence while acknowledging popular interpretations as well.
Paper Writing Service - HelpWriting.net 👈
✅ Quality
You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector.
✅ On-time delivery
We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment.
✅ Free revisions
You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
Emotional Intelligence Research Paper
The intention of this paper is to explain on the relevancy of Emotional Intelligence in which of how it is connected in organizational behavior. Emotional Intelligence (EQ) was first introduced to the public in 1995 by a physiologist named Dr. Daniel Goleman, even other sources were aware that it may have discussed earlier to date as of 1985. According to Goleman, Emotional Intelligence is a type of social intelligence that involves the ability to monitor one s own and other s feeling and emotions, to discriminate among them and to use this information to guide one s thinking and actions. In the context of organizational behavior, the Emotional Intelligence principles provide a new way to understand and assess people s behaviors, management styles, attitudes, interpersonal skills, and potential. It plays an important consideration in human resources functions in managing the planning, job profiling, recruitment activities, interview sessions, management development, customer relations and customer service, and many other related to organization...show more content...It was a hit, being one of the best international bestselling book. Later, Goleman developed the argument that non cognitive skills can matter as much as I.Q. for workplace success in Working with Emotional Intelligence (1998, Bantam Books). The author begins by describing that the intellectual intelligence in entirely based on the neocortex, the most recently evolved parts of the brain. Emotional intelligence would depend much more on the emotional centers of the lower brain, the more primitive sub cortex. Intelligence is the potential for learning something, and technical skil
- The document summarizes a case study interview of a successful 14-year-old Greek language learner named Maria.
- Maria is highly motivated to learn English for both instrumental reasons like career opportunities, as well as integrative reasons such as interacting with other cultures.
- Her extraverted personality and agency allow her to practice English through activities like Model United Nations, developing her identity as a successful language learner.
This document discusses emotional intelligence, including its definition, history, models, and criticisms. It provides definitions of emotional intelligence as the ability to recognize and manage one's own emotions and the emotions of others. The document traces the history of the concept originating in 1964 and gaining popularity from Daniel Goleman's 1995 book. It describes three main models of emotional intelligence: the ability model focusing on perceiving, using, understanding, and managing emotions; the mixed model introduced by Goleman combining abilities and traits; and the trait model measuring self-perceived abilities. The document also notes criticisms of emotional intelligence regarding whether it is a true intelligence and its validity compared to IQ and personality traits.
Differences in Emotional (Affective) Intelligence among Gifted and Ordinary S...inventionjournals
This study aimed at identifying emotional intelligence Levels among gifted and ordinary students as well as finding wether there were differences among these students. The study was conducted on a sample of (100) ordinary and gifted eight graders at thaled bin al-waleed and king Abdullah II excellence schools at Irbid governorate, where (50) students from each school were selected. Data were collected using a researcher based on Goleman (1983) model, developed questionnaire. Results showed that emotional intelligence level among gifted students was high, however, among ordinary students, emotional level was moderate. Results also showed statistically significant differences in emotional intelligence levels between ordinary and gifted students where gifted students outperformed their ordinary partuers in this intelligence. The study also included some suggested recommendation.
The document discusses how emotional intelligence can help college students succeed by allowing them to effectively manage the emotional challenges of transitioning to college, such as persevering through difficulties. It defines emotional intelligence as the ability to identify, understand, and manage emotions in oneself and others. Developing emotional intelligence skills can help students navigate both the positive and negative experiences of college.
Similar to The Correlation of IQ and Emotional Intelligence with Reading Comprehension (20)
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
2. 136
success in life, whereas the emotional intelligence quotient (EQ) accounts for the other eighty
percent (Goleman, 1995).
The goal of the current research is to study the relationship among IQ, EQ, and
reading comprehension to determine which of these two intelligence types is a more effective
factor in reading-comprehension proficiency.
BACKGROUND
Intelligence
The definition of intelligence itself has been a major source of debate, and, as
Sternberg (1985) argues, there seems to be almost as many definitions of intelligence as there
are experts asked to define it (see also Gregory, 1998). Nevertheless, Carroll (1993) defines
intelligence as a type of mental ability that concerns the handling of (and reasoning about)
information of various sorts. Often, these abilities are described as falling along a hierarchy
from simple perceptual processes and information processing to higher and more general
forms of problem solving.
Theories of intelligence are often based on psychometric data collected from
individuals performing tasks perceived to measure intellectual functioning (Weinberg, 1989,
p. 98). Generally speaking, these theories can be assigned to one of two camps, “lumpers” or
“splitters” (Mayr, 1982, p. 240). Lumpers define intelligence as a general, unified capacity
for acquiring knowledge, reasoning, and solving problems. The developers of the first useful
intelligence test were Binet and Simon (1911), lumpers, who saw intelligence as a
“fundamental faculty”: judgment, practical sense, initiative, and adapting to circumstances
(Weinberg, 1989, p. 98). Spearman (1904), a lumper, coined the term g factor for general
intelligence. Kakkar (2005) noted that intelligence, according to Spearman’s g, though
varying freely from individual to individual, remains the same for any one individual in
respect of all abilities (Kakkar, 2005, p. 86). For many years, scientists argued that general
intelligence—the g factor—could suffice empirically to represent an individual’s many
cognitive abilities in predicting occupational, educational, and life success (Jensen, 1998).
Although g is a plainly powerful and efficient index of mental ability, the idea that just one
construct might have such universal importance has been hotly debated by splitters.
Psychologists of the splitter persuasion hold that intelligence is composed of many
separate mental abilities that operate more or less independently. Researchers such as
Thurstone (1938) and Guilford (1967) have opted for distinct mental capabilities. Another
splitter, Gardner (1983), believed that intelligence is much more than IQ, and developed the
theory of multiple intelligences by proposing eight different types of intelligences: linguistic,
logical-mathematical, bodily-kinesthetic, musical, visual-spatial, intrapersonal, interpersonal,
and naturalistic.
Furthermore, Sternberg (1985) proposed a triarchic theory of intelligence which is
built on three cornerstones: (a) Intelligence cannot be understood outside of a sociocultural
context; thus, the ability to adapt to one’s environment is no small part of intelligence; (b)
Intelligence is purposeful, goal-oriented, relevant behavior consisting of two general skills:
the ability to deal with novel tasks and the ability to develop expertise, that is, the ability to
learn from experience to perform mental tasks effortlessly or automatically; and, finally, (c)
Intelligence depends on acquiring information-processing skills and strategies (Weinberg,
1989, p. 99). Of course, further developments in all areas occurred in the middle and final
decades of the twentieth century. However, many developments were extensions or
refinements of basic principles that were already available.
3. 137
Emotional Intelligence
Salovey and Mayer (1990) introduced the term emotional intelligence in their
influential article, and defined it as “the subset of social intelligence that involves the ability
to monitor one’s own and others’ feelings and emotions, to discriminate among them and to
use this information to guide one’s thinking and actions” (p. 189). Salovey and Mayer’s
model contains four different factors of emotional intelligence: reflectively regulating
emotions, understanding emotions, assimilating emotions in thought, and perceiving and
expressing emotions (Mayer & Salovey, 1997). According to Mayer and Salovey, the four
branches of their model are arranged from more basic psychological processes to higher,
more psychologically integrated processes. For example, the lowest level concerns the
(relatively) simple abilities of perceiving and expressing emotion. In contrast, the highest
level concerns the conscious, reflective regulation of emotion. The first level consists of
learning how to discern and demonstrate emotions in oneself and understanding others’
emotions. The second level is where one learns to employ emotions to assist decision making.
In the third level, one learns, interprets, and examines emotions. The fourth and final level
includes learning how to direct and govern one’s own and control others’ emotions by
showing appropriate reaction (Mayer, Salovey, & Caruso, 2000).
However, the term emotional intelligence entered the mainstream with Goleman
(1995), who believes that it consists of five components: knowing our emotions (self-
awareness), managing them, motivating ourselves, recognizing emotions in others (empathy),
and, finally, handling relationships. But in his most recent model (Goleman, 2001), he
classified the twenty competencies into four clusters: self-awareness, self-management, social
awareness, and relationship management. Self-awareness includes being conscious of and
appreciating one’s own feelings. Self-management includes effectively and productively
managing one’s emotions. Social awareness includes associating with, and feeling part of,
one’s social group. Finally, relationship management includes appreciating and affecting
other’s emotions.
Bar-On (1997, 2002) was the first person to coin the term emotional quotient (EQ) to
describe how understanding yourself, relating well to others, successfully coping with
stressful situations, and solving problems were all associated with psychological well-being.
After seventeen years of research, he developed the Bar-On Emotional Quotient inventory
(EQ-i), which is the first scientifically developed and validated measure of emotional
intelligence with fifteen different aspects of emotional intelligence that blends abilities, traits,
and skills. It reflects one’s ability to deal with daily environmental challenges and helps
predict one’s success in life, both personal and professional (Abraham, 1999). Bar-On (2002)
defined EQ as “an array of personal, emotional, and social abilities and skills that influence
one’s ability to success in coping with environmental demands and pressures” (p. 14).
Bar-On (1997) also designed a framework classifying the fifteen components into five
discrete domains: intrapersonal, interpersonal, stress management, adaptability, and general
mood. The intrapersonal dimension involves emotional self-awareness (the ability to
recognize and to understand one’s feelings); assertiveness (the ability to express feelings,
beliefs, and thoughts, and to defend one’s rights in a non-destructive manner); self-regard
(the ability to respect and accept oneself); self-actualization (the ability to realize one’s
potential capacities), and independence (the ability to be self-directed and self-controlled in
one’s thinking and actions and to be free of emotional dependency). Interpersonal skills
involve empathy (the ability to be aware of, to understand, and to appreciate the feelings of
others), social responsibility (the ability to demonstrate oneself as a cooperative, contributing,
and constructive member of one’s social group), and interpersonal relationship (the ability to
establish and maintain mutually satisfying relationships that are characterized by emotional
4. 138
closeness, intimacy, and by giving and receiving affection). Stress management involves
stress tolerance (the ability to withstand adverse events and stressful situations and
conditions); impulse control (the ability to resist or delay an impulse, or temptation to act);
adaptability (comprising reality-testing, flexibility, and problem-solving); and general mood
(comprising optimism and happiness).
IQ, EQ, and Foreign Language Learning
There has been a controversy between researchers over the influence of IQ and EQ on
academic achievement, especially on language learning proficiency in an EFL context.
Sifarian (1992) examined the nature of the connection between intelligence and inductive
reasoning and language learning in general. Results revealed the presence of a median
correlation between IQ and foreign language proficiency. In addition, Salahi (1998)
investigated the effects of intelligence on the performance of EST (English for Science and
Technology) students on reading comprehension. Ninety-three male and female ESP (English
for specific purpose) students of Islamic Azad University participated in this research. The
main finding of this study was that there existed a weak relationship between intelligence and
reading-comprehension achievement. Szilvia (2007) examined the components of foreign
language learning and their connection with learning motivation and other characteristics of
students, such as intelligence, learning orientations, self-concept, locus of control, and school
achievement. According to those results, intelligence is not connected closely to learning or
language learning motivation.
Chao (2003) studied the relationship between foreign language anxiety and emotional
intelligence in a sample of 306 EFL students in Taiwan. The researcher concluded that
emotional intelligence skills can serve as global indicators of academic achievement and
language learning. In another correlational design study, Aghasafari (2006) investigated the
relationship between EQ and language learning strategies among 100 EFL sophomore
participants at Ghazvin Islamic Azad University. The results indicated that there was a
positive relationship between overall emotional intelligence and language learning strategies.
Furthermore, Fahim and Pishghadam (2007) explored the relationship between EQ, IQ, and
verbal intelligence with students majoring in English language. They found that academic
achievement was strongly associated with several dimensions of emotional intelligence
(intrapersonal, stress management, and general mood competencies). Moreover, it was found
that academic achievement did not correlate greatly with IQ, but was strongly associated with
verbal intelligence, which is a subsection of the IQ test.
In yet another study, Pishghadam (2009) explored the impact of emotional and verbal
intelligence on English language success in Iran. To fully understand the nature of learning,
he calculated and analyzed both the product and process data. The result of the product-based
phase demonstrated that emotional intelligence is instrumental in learning different skills,
specifically, productive ones. In the process-based phase, the analysis of oral and written
modes of language exhibited the effects of emotional and verbal intelligences on turn-taking,
amount of communication, the number of errors, and writing ability. Skourdi and Rahimi
(2010) equally investigated the relationship between emotional intelligence and linguistic
intelligence in acquiring vocabulary among sixty-six EFL junior students from Shiraz Azad
and Shiraz Universities. Findings revealed that there was a positive relationship between
emotional intelligence and linguistic intelligence, between emotional intelligence and
vocabulary knowledge, and between linguistic intelligence and vocabulary knowledge.
Emotional intelligence was found to be a potential predictor for linguistic intelligence, and
vice versa. Furthermore, multiple regressions showed that linguistic intelligence was a better
predictor of receptive vocabulary knowledge than emotional intelligence.
5. 139
THE STUDY
Despite the many findings cited above, there is still pressing need to conduct research
on emotional intelligence (EQ) and IQ in EFL contexts. Couched within this context, the
present study reported here was conducted to explore the relationship between EQ, IQ, and
reading-comprehension proficiency. The study aims to answer the following three research
questions:
1. Is there a significant relationship between EQ and the reading-comprehension
proficiency of EFL university students?
2. Is there a significant relationship between IQ and the reading-comprehension
proficiency of EFL university students?
3. Do the students with higher EQs outperform the students with higher IQs in
reading-proficiency tests?
The following are the corresponding null hypotheses: H01: There is no statistically
significant relationship between EQ scores and the reading-comprehension proficiency of the
students. H02: There is no statistically significant relationship between IQ scores and the
reading-comprehension proficiency of the students. H03: Students with higher EQs
outperform students with higher IQs in the reading-proficiency test.
Method
Participants
The participants were 55 subjects (30 females and 25 males) from Payame Noor
University of Gonbad and Azad University of Gorgan. All of them were junior and senior
undergraduate students majoring in English Literature and English Translation. These third-
and last-year students were selected because they had completed the basic courses in reading
comprehension.
Instruments
Three instruments were employed in this study: the Bar-On Emotional Quotient
Inventory (EQ-i) for measuring subjects’ EQs, Raven’s Advanced Progressive Matrices for
calculating their IQs, and the reading part of the TOEFL for measuring subjects’ reading-
comprehension proficiency.
Data Collection
The test administration procedure took place in three sessions: the Bar-On’s EQ-I was
followed by the IQ test (Raven’s Matrices), which, in turn, was followed by the reading-
comprehension test. The average time to complete the EQ test was 20-30 minutes, 40-50
minutes for the IQ test, and 20-30 minutes for the reading-comprehension test. The subjects
were assured that their personal information, as well as their test responses, would be kept
confidential. They received no rewards for participating in the study, but were advised they
would be given their results at a later date. All the collected information from the completed
questionnaires was entered into the SPSS (version 13) statistical program.
6. 140
Data Analysis
EQ questionnaires were initially scored based on the guidelines provided by Bar-On
(1997), and then the total EQ scores and the scores of the EQ’s five major subscales
(intrapersonal, interpersonal, stress management, adaptability, and general mood) were
computed. The next step was transforming the raw scores into the standard ones using the
direction provided in the instrument’s manual. Then, the same procedure was followed to
calculate the amount of correlation between the IQ scores and the reading-comprehension
scores. The IQ questionnaires were scored based on the guidelines provided by Raven,
Raven, and Court (1998), and the amount of correlation between IQ and reading-
comprehension proficiency was calculated by applying the Pearson product-moment
correlation (i.e., a measure of association between two continuous variables; Richard &
Schmidt, 2002). For both the EQ and IQ procedures, SPSS was used to analyze the data set.
Finally, the results were analyzed to determine which factor, EQ or IQ, had more correlation
and was more effective toward reading comprehension.
THE RESULTS
The first step was the correlational analysis of the scores with the use of the Pearson
product-moment coefficient. Table 1 presents the correlation among Bar-On’s EQ-i variables
(intrapersonal, interpersonal, stress management, adaptability, and general mood), total EQ,
IQ, and reading-comprehension scores for the total sample.
Table 1. The Pearson Correlation between IQ, Reading Comprehension, and
EQ with Subscales
IQ Total IQ Intra. Inter. SM Adapt. Mood
Reading
Pearson Correlation .362 .190 .160 .176 .167 .008 .010
Sig. (two-tailed) .304 .599 .658 .627 .646 .982 .978
Note: Intra. = Intrapersonal, Inter. = Interpersonal, SM = Stress Management, Adapt. = Adaptability
By totaling all fifteen categories of all five subscales, the overall average for the EQ
total scores (r = .19) was rated low when correlated to reading comprehension. That is, this
result shows a small relationship between the two variables. However, the greatest correlation
between reading comprehension and an EQ subscale is in interpersonal relationships
(r = .17), and a slightly lower correlation was found between intrapersonal abilities (r = .16).
The same result was found between stress management and reading-comprehension scores
(r = .16). Adaptability skills were found to be weakly correlated with reading comprehension
(r = .08), and general mood abilities showed the lowest correlation (r = .01). In general, it
seems that EQ and its subscales do not play a significant role in improving reading
comprehension.
Table 1 reveals that a significant correlation was found between total IQ and reading
comprehension. In essence, the findings of this study suggest that IQ has a strong correlation
with reading comprehension (r = .36). Comparing the results of the correlation between EQ
and reading comprehension, and IQ and reading comprehension, the researchers found that
learners with higher IQs outperformed learners with higher EQs in reading comprehension. In
order to better understand the results of the above, the table was converted to a bar graph
7. 141
(Figure 1). The bar graph shows the comparative numeral on the correlation of reading
comprehension and IQ, EQ, and EQs subscales.
Figure 1. The Correlation between Reading Comprehension, IQ, EQ, and its Subscales
DISCUSSION AND CONCLUSION
Although reading-comprehension proficiency was relatively associated with several
dimensions of EQ (intrapersonal, interpersonal, and stress management), the total EQ and its
subscales were found to be poor predictors of reading comprehension (r = .19). It is no
wonder, though, that these subscales have a correlation with comprehension proficiency
because learning a language is a communicative task in nature, and the ability to
communicate and learn a language, knowing emotions, and being able to control them plays a
significant role. In essence, the main outcome of this research was that the relationship
between IQ and reading-comprehension proficiency is stronger than the relationship between
total EQ and reading-comprehension proficiency. Although the amount of correlation is
significant here, nonetheless, it cannot be used for generalizing to other college EFL learners
because gender differences were not considered in this research.
It seems that these findings are consistent with the theoretical position of Jensen
(1998), that intelligence bears a causal relationship to achievement, not the other way around.
That is, from a theoretical perspective, the construct of intelligence is expected to precede and
influence the development of academic achievement because “school learning itself is g-
demanding” (Jensen, 1998, p. 279). The study’s findings suggest that educators should be
aware of the impact intelligence has on foreign language learning. Student intelligence needs
to be developed in order to facilitate reading comprehension. Teachers can improve students’
intelligence by using the ideas of Buschkuehl and Jaeggi (2010), who believe that
“intelligence can be improved by training on working memory and using some executive
functions” (p. 267).
Furthermore, curriculum developers, intervention specialists, and educators need to be
cognizant of the impact one’s intelligence has on reading comprehension and foreign
8. 142
Zargham Ghabanchi, Ph.D., received his B.A. in English language and literature from
Mashed University, Iran, his M.A. in TEFL from Tehran Tarbiayyet Modarres University,
and his Ph.D. in Applied Linguistics at the University of Liverpool, UK, in 1998. He was the
Vice Chancellor of Sabzevar, Payame Noor University for five years, and is now a Chair at
the Ferdowsi University of Mashhad. He has published several books and articles.
Email: zghabanchi@um.ac.ir
Rabe'e Rastegar received her A.A. in TEFL from Gorgan Teacher Training Center, her B.A.
in TEFL from Arak Teacher Training Center, and her M.A. in TEFL from Sabzevar Tarbiat
Moallem University, Iran. She is now a master of TEFL at Payame Noor University of
Gonbad, Iran. Her research interests include psycholinguistics, sociolinguistics, language
testing, and philosophy of education.
Email: rrrastegar@yahoo.com
language learning. It is hoped this research will provide useful insights into foreign language
learning by showing that foreign language learning is an extremely complex phenomenon
that can be affected by many factors such as the intelligence studied in this research. To know
students better by understanding their intelligence quotient will be helpful in providing
appropriate assistance to students learning a foreign language. Findings of this study would
be useful in educational setting as reading comprehension proficiency strongly associates
with the IQ of EFL learners. Thus, there is need to apply the principles of intelligence in the
field of education, and especially in foreign language learning. No doubt, a foreign language
instructor cannot be expected to act in the capacity of a psychologist, yet language teaching is
a matter of dealing with individual differences. Paying attention to intelligence differences is
increasingly necessary in designing teaching materials. To improve emotional intelligence
skills, Carr (2011) in his book mentioned that “Empirical findings from the field of cognitive-
behaviour therapy suggest that training in the skills for self-monitoring, self-regulation,
communication, and problem solving might usefully be included in programs to enhance
emotional intelligence” (p. 173). Because three of the EQ subscales have a significant
correlation with reading comprehension, it is recommended that more attention be paid to this
type of intelligence.
REFERENCES
Abraham, R. (1999). Emotional intelligence in organizations: A conceptualization. Genetic,
Social and General Psychology Monographs, 125, 209-224.
Aghasafari, M. (2006). On the relationship between emotional intelligence and language
learning strategies (Unpublished master’s thesis). Allameh Tabatabai University,
Tehran, Iran.
Bar-On, R. (1997). Bar-On Emotional Quotient inventory (EQ-i): Technical manual. Toronto,
Canada: Multi-Health Systems.
Bar-On, R. (2002). Bar-On Emotional Quotient inventory (EQ-i): Technical manual. Toronto,
Canada: Multi-Health Systems.
Buschkuehl, M., & Jaeggi, S. M. (2010). Improving intelligence: A literature review. Swiss
Medical Weekly, 140(19-20), 266-272.
9. 143
Carr, A. (2011). Positive psychology: The science of happiness and human strengths. Sussex:
Routledge.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New
York, NY: Cambridge University Press.
Celce-Murcia, M. (Ed.). (1991). Teaching English as a second or foreign language (3rd
Ed.).
Washington, DC: Heinle & Heinle.
Chao, C. (2003). Foreign language anxiety and emotional intelligence: A study of EFL
students in Taiwan (Unpublished doctoral dissertation). A & M University, College
Station, Texas.
Fahim, M., & Pishghadam, R. (2007). On the role of emotional, verbal, and psychometric
intelligences in the academic achievement of students majoring in language learning.
Asian EFL Journal, 9, 240-253.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY:
Basic Books.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ for character,
health and lifelong achievement. New York, NY: Bantam Books.
Goleman, D. (2001). Emotional intelligence: Issues in paradigm building. In C. Cherniss &
D. Goleman (Eds.), The emotionally intelligent workplace (pp. 13-26). San Francisco,
CA: Jossey-Bass.
Gregory, R. (1998). Foundations of intellectual assessment: The Wais-III and other tests in
clinical practice. Boston, MA: Allyn & Bacon.
Guilford, J. P. (1967). The nature of human intelligence. New York, NY: McGraw-Hill.
Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
Kakkar, S. B. (2005). Educational psychology. New Delhi, India: Prentice-Hall of India.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J.
Sluyter (Eds.), Emotional development and emotional intelligence: Educational
implications (pp. 3-31). New York, NY: Basic Books.
Mayer, J. D., Salovey, P., & Caruso, D. (2000). Models of emotional intelligence. In J. R.
Sternburg (Ed.), Handbook of intelligence (pp. 396-420). Cambridge, UK: Cambridge
University Press.
Mayr, E. (1982). The growth of biological thought. Cambridge, MA: Harvard University
Press.
Pishghadam, R. (2007). On the influence of emotional and verbal intelligences on second
language learning (Unpublished doctoral dissertation). Allame Tabataba`i University,
Iran.
Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional
intelligence and foreign language learning. Electronic Journal of Foreign Language
Teaching, 6, 31-41.
Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s progressive matrices and
vocabulary scales. San Antonio, TX: Harcourt Assessment.
Richard, J. C., & Schmidt, R. (Eds.). (2002). Longman dictionary of language teaching and
applied linguistics(3rd
Ed.). London, England: Longman.
Salahi, G. (1998). The effect of intelligence on the performance of EST students on reading
comprehension (Unpublished master’s thesis). University of Science and Technology,
Tehran, Iran.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and
Personality, 9, 185-211.
Sifarian, S. (1992). The role of intelligence and inductive reasoning in foreign language
learning (Unpublished master’s thesis). Allameh Tabatabai University, Tehran, Iran.
10. 144
Skourdi, S., & Rahimi, A. (2010). The relationship of emotional intelligence and linguistic
intelligence in acquiring vocabulary. California Linguistic Notes, 35(1), 23-45.
Spearman, C. (1904). General intelligence. Objectively determined and measured. The
American Journal of Psychology, 15(2), 201–292.
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York, NY:
Cambridge University Press.
Szilvia, P. S. (2007). Changes and characteristics of foreign language learning motivation of
higher-form students (Unpublished master’s thesis). University of Debrecen,
Debrecen Hungary.
Thurstone, L. L. (1938). Primary mental abilities. Chicago, IL: University of Chicago Press.
Weinberg, R. A. (1989). Intelligence and IQ. American Psychologist, 44, 98-104.
Weschler, D. (1958). The measurement and appraisal of adult intelligence (4th
Ed.).
Baltimore, MD: Williams & Wilkins.