Emotional Intelligence, Gender and Vocabulary

Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 46 (2012) 833 – 837

WCES 2012

Emotional intelligence, gender and vocabulary Hassan Asadollahfam a *, Asghar Salimi b, Flora Mahmood Pashazadeh c a Islamic Azad University, Bonab Branch, Bonab, East Azerbaijan, Iran Payam Nour University, Shahindej Branch, Shahindej, West Azerbaijan, Iran c Isalmic Azad University, Maragheh Branch,Maragheh, East Azerbaijan, Iran b

Abstract The theory of multiple intelligences was proposed by Howard Gardner in 1983 to define the concept of intelligence. In Gardner’s view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability. To this end, Oxford Placement T est (OPT), Bar-On’s (1997) EQ-i questionnaire, Nation’s (2001) Vocabulary Level Test was used. Two hundred M. A. and B. A. students studying in English Language Teaching were selected from Maragheh Azad University. A homogeneous group consists of fifty students (30% male and 70% female) were selected to answer EQ-i questionnaire and Vocabulary Level Test. The findings of this study revealed that there is a positive relationship between EI, interpersonal skills and vocabulary knowledge. The analysis of data also implied that females with higher EI had higher vocabulary knowledge than males. © 2012 Published by Elsevier Ltd.

© 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu

Keywords: Emotional intelligence, Emotion, Intelligence, Mental ability, Personality, Traits, Vocabulary knowledge

1. Introduction It is generally accepted that some students have a knack for learning second or foreign language. Some of the students have more vocabulary knowledge but others are rather poor, so they have difficulty in getting meaning from the text because they read less. There are many factors influence this gap. One of these many factors is emotional intelligence (EI). “The term emotional intelligence is not a new idea. According to Aristotle, educating the mind without educating the heart is not educating at all. These words, spoken by Aristotle, are not, at long last, being taken seriously by educators, academics and policymakers” (Brackett et al., 2009: 329). Aristotle acknowledged humans as social and emotional animals, and by extension, social and emotional learners (Kristjansson, 2007). Goleman argued that general intelligence (IQ) typically predicts only about 20% (r=45) of the variance that determines various domains of life success, leaving about 80% to other factors. Emotional and social development has been ignored in Iranian students. They are seldom educated about the importance of developing empathy, responsibility, persistence, and different ways to delay their gratification by controlling their impulses. The first aim of the present study is to investigate whether there is any relationship between emotional intelligence and vocabulary knowledge. The second objective of this study is to see whether interpersonal intelligence is a better predictor of vocabulary

* Hassan Asadollahfam. Tel.: +0098-914-176-3275 E-mail address: [email protected]

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi:10.1016/j.sbspro.2012.05.208

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knowledge among students and the third objective of this study is that whether there is a difference in vocabulary knowledge of both Emotionally Intelligent males and females. 2. Literature Review Recent investigations in the field of personality indicate that emotional maturity and social skills, along with intelligence, bring adjustment and success in one's life (i.e., Mayer, Salovey and Caruso, 2004; Brackett and Mayer, 2003). It is said that emotionally intelligent person is one who is capable of managing one's feelings and emotions in various aspects of one's life. A large amount of research done in the previous century concluded that the higher the intelligence, the better the academic performance. Goleman (1998) presented a theoretical framework of emotional intelligence that reflects how an i awareness, self-management), and social competencies (social awareness and relationship Management) translates into on the job success. Emig (1997), Haley (2004) and Hamurlu (2007) found that MIT-based instruction increased out whether or not there were any gender differences in students' intelligence profile in relation to their gender, Loori (2005) conducted a study of 90 English language learners and found males showed higher preferences in logical mathematical intelligence. On the other hand, Razmjoo (2008) found that the use of interpersonal intelligence by females was higher than that of males whereas no significant difference was found between male and female participants regarding language success and types of intelligences. The other study was done by and Arda (2009) about MI and foreign Language success and the relationship between students' gender and intelligence types in Turkey. The findings of their study showed that there are no gender differences in intelligence types held by the participants except for that between gender and linguistic intelligence which was positive. Besharat et al., (2005) examined the impact of EI on mental health and academic success in a sample of 220 Iranian university students in Isfahan. They reported that EQ was negatively correlated with psychological stress. In a second or foreign language context, Pishgadam (2009) examined the relationship between EQ and second language success among 528 Iranian students in Tehran. The results indicated that second language skills and GPA strongly correlated with stress management and intrapersonal skills in the EQ tests. 3. Research The present study was set to investigate the following research questions and hypotheses: RQ1: Do students with high mean score on the emotional intelligence will have high mean score on vocabulary knowledge? RQ2: Do students with high mean score on the interpersonal skills will have high mean score on vocabulary knowledge? RQ2: Is there any relationship between vocabulary knowledge of both emotionally intelligent males and females? RH0: There isn't any significant relationship between EFL students' scores on emotional intelligence and their vocabulary knowledge. RH1: There isn't any significant relationship between EFL students' scores on interpersonal skills and their vocabulary knowledge. RH2: There isn't any significant relationship between vocabulary knowledge of emotionally intelligent males and females. 3.1. Participants The sample of the participants in the present study was initially two hundred students (70 M.A. and 130 B.A.) majoring in English language teaching branch at Azad University of Maraghe. It was tried to select those students whose first language was Turkish. They were in their final term and their age range was 24-35. The second part of

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participants were selected after administrating OPT test. Fifty mid advanced level students (30 female and 20 male) whose scores were between 145-160 were selected and 150 students were excluded from the study due to the fact that their proficiency level were above or below the selected level in the Rank Scale of OPT test. 3. 2. Measures For the collection of data, the researcher personally contacted with the professors of the selected classes to get their permission for the test administration. The data was collected in two sessions. In the first stage Oxford Placement Test (OPT) was used to select homogenous group of students. The next part of this study was administered after two weeks. Fifty students (30 female and 20 male) took part in the next part of the study. This section incl Intelligence Questionnaire to test their EI score. The questionnaire included 133 questions and some demographic questions about the participants. The scores of vocabulary knowledge and EQ-i questionnaire were entered into SPSS and descriptive statistics run on data. 4. Results The results are presented in the form of tables as well as graphs for qualitative and quantitative analyses. The tables represent descriptive statistics, T-values along with the P-values of each variable. The findings in relation to hypothesis one which concerns testing the relationship between EI and vocabulary knowledge is supported by the result and is significant at P=0.000 which is less than 0.05 level of significance. According to table 4.1 it is quite clear that emotional intelligence has noteworthy positive relationship with the vocabulary knowledge of students. Table 4. 1 ANOVA including mean score, df, and F (crit)

1

Model

Sum of Squares

df

Mean Square

F

Regression Residual F (crit)= 0.230; P <0.05

4504.021 9220.459

1 48

4504.021 192.093

23.447

To see whether there is a significant relationship between interpersonal skills and vocabulary knowledge, Pearson correlation, SD and Mean were run on data. Table 4. 1 displays the correlation between EI and vocabulary scores. Table 4.2. ANOVA, Descriptive statistics of interpersonal skill and vocabulary Model 1

Regression Residual Total

Sum of Squares

Df

Mean Square

F

Sig.

1753.944 11970.536 13724.480

1 48 49

1753.944 249.386

7.033

.011a

Finally in the case of this hypothesis three testing the relationship between EI, gender and vocabulary knowledge, group statistics (mean, std. deviation, Std error of measurement, 2-tailed regression, 2 sample t-test and ANOVA) were run on the data. Table 4. 3 Independent Samples Test Equality of Variances of Vocabulary Knowledge of Males and Females for Equality of Variances F Sig.

Emotional intelligence

Equal variances assumed

.458

.502

t

df

Sig. (2tailed)

-3.230

48

.002

t-test for Equality of Means Mean Std. Error 95% Confidence Difference Difference Interval of the Difference Lower Upper -25.571 7.917 -41.489 -9.654

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-3.852

40.775

.000

-25.571

6.639

-38.981

-12.162

Fcrit (14) = .497, p < 0.05 and, Fcrit (34) =. 329, p < 0.05 The mean scores of males=67.67 and female=94.15. Table 4.3 indicates that females with high emotional intelligence have high vocabulary knowledge in comparison with males. 5. Discussion and Conclusions The finding in relation to first hypothesis testing the relationship between EI and vocabulary knowledge is supported by the result. It is thought that, compared to less emotionally intelligent counterparts, students with high levels of EI might also be more motivated and be high achievers in class, as well as directly mediating success by protecting students from barriers to learning such as distress, substance abuse, delinquency, and violence (Hawkins et al., 2004). The findings of this study are in substantial agreement with those of Razmjoo (2008), Sahragard, and Sadri (2009) and Skourdi (2010). In these studies, it was consistently reported that there is a positive relationship between EI and academic success. Students who can demonstrate interpersonal skills often appear as leaders and organizers in classroom. They are more cooperative and socially responsible in class (Bar-On, 1997). Regarding hypothesis 2, positive relationship was observed between interpersonal skills and vocabulary knowledge. The finding of this hypothesis is a confirmatory of finding of the first hypothesis earlier reported in this study. The findings in relation to the third hypothesis testing the relationship among EI, gender and vocabulary knowledge is rejected by the results. Females with high EI show high vocabulary knowledge in comparison with males. Contrasting evidence exists about whether males and females differ significantly in general level of EI. Goleman (1998) asserts that no gender difference in EI exists, admitting that while men and women may have different profiles of strength and weaknesses in different areas of EI, their overall levels of EI are equivalent. Similarly, Sarcaglu, and Arda, (2009) reported that logical-mathematical, intrapersonal, linguistic and musical intelligences are more common among students. The findings of this study are in contrast with those in Nasir and Masrur (2010). They reported that there is no difference in the mean EQ-i scores of male and female students except on stress management scale where male students scored higher than female students. In short the results of the present study indicate that EI is a good predictor of success in vocabulary knowledge of students. The students who have high level of EI and its subscales such as interpersonal skills have high vocabulary size. These students have good self respect, they are able to manage situations, have positive relationship with others, and they can control their stress, have flexibility in new situations, and are aware of their feelings. Social and emotional skills are the fundamental building blocks that lead to an adolesc Skills like intrapersonal, interpersonal, general mood, stress management, and adaptability allow students make their place in school and grow into more caring and responsible human being. MI model has provided us with the opportunity to look differently at curriculum, instruction, and assessment. MI pedagogy provides us authentic about MA and BA English language students and the EI problems which they face in the university. It has implications for both educational and clinical practice. This study has implications for ESP/ESL context. For example, for authors of the English books as they have important role in developing EI skills in their adolescents. References Bar-On, R. (1997). Bar-On Emotional Quotient Inventory (EQ-i): Technical Manual. Toronto, Canada: Multi-Health Systems. Bar-On, R. (2006). The Bar-On model of emotional-social intelligence. Psychothema, 18, supl, 13- 25. Besharat, M.A., Rezazadeh,M.R., Firoozi, M., & Habibi, M. (2005). The study of impact of emotional intelligence on the psychological health and academic achievement success in transitional period from high school to university. Psychological Science Journal, 4(1), 27-42. Brackett, M.A., Patti, I., Stern, R., Rivers, SE., Elbertson, N.A., (2009). A Sustainable School-Based Approach To Building Emotional Literate Schools. PP. 329-359. Emig, V. B. (1997). A multiple intelligences inventory. Educational Leadership, 55(1), 47-50. Farooq, A. (2003). Effect of emotional intelligence on academic performance. Institute of Clinical Psychology. University of Karachi. http:// eprints.hec.gov.pk/1169/1/889.htm. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligence. New York: Basic Books. Goleman, D. (1998). What makes a leader? Harvard Business Review. PP. 93-102. Goleman, D. (2001). Emotional Intelligence: Issues in paradigm building. Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective social competence. Social Development, 10, 79 119.

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