- Email: [email protected]
Personality Traits And Emotional Intelligence As Predictors Of Learning English And Math
Procedia Social and Behavioral Sciences
Available online at www.sciencedirect.com
Procedia - Social and Behavioural Sciences 00 (2011) 000–000 Procedia - Social and Behavioral Sciences 30 (2011) 839 – 843
www.elsevier.com/locate/procedia
WCPCG-2011
Personality Traits And Emotional Intelligence As Predictors Of Learning English And Math Alireza Homayouni a*
a
Department of Psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran
Abstract The study examined relationship between personality traits and emotional intelligence in learning English and math. Research participants consisted of 110 university students that responded to NEO-FFM PI inventory and Schutte´s Self-Report Emotional Intelligence Test. Also total credits of general English and general math credits course were used. Results revealed that learning math was negatively correlated with Neuroticism and positively correlated with Extroversion and Conscientiousness. Learning English was positively correlated with Extroversion, Openness to experience and Agreeableness. Learning English was positively correlated with all components of emotional intelligence. But there is not any correlation between learning math with emotional intelligence components. © 2011 20101Published Published by © by Elsevier ElsevierLtd Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference
on Psychology, Counselling and Guidance.
Keywords: Personality traits, Emotional intelligence, Learning, English, Math
1.
Introduction
Learning is a very important process in person’s development in life that occurs both in private and social world of a person and can be defined as acquiring new or changing existing awareness, skills, behaviors, values. Learning is as much a function of a person’s emotional response to a learning environment (Flood, 2003). In the last decades with increasing progression in psychology, have been done many research about the role of mental processes in human learning. In 21th century, researchers, teachers, and educators have examined and emphasized on some factors that can be important in learning, especially scholastic learning. In this domain personality factor and emotional intelligence are two concepts that have absorbed many attentions. Individuals need the skills to communicate, work in teams, and let go of the personal and family issues that get in the way of working and learning. Such skills add up to what is known as emotional intelligence, and they are even more important as educators realize that these skills are critical to academic achievement. Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships (Goleman, 1995). Maurice Elias, Rutgers University psychology professor, puts it, "It's the set of abilities that helps us get along in life with other people in all kinds of life situations." He calls it the "missing piece" in American education (Edutopia Staff, 2009). Salovy and Mayer (1990) posed idiom of emotional intelligence as a shape of social intelligence. In fact this intelligence is involved knowing of self and other feel and it uses for taking suitable decisions in life. In the other word, it is a factor that creates motivation in human when he
* Alireza Homayouni. Tel.: +989112181040 E-mail address: [email protected] 1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology, Counselling and Guidance. doi:10.1016/j.sbspro.2011.10.163
Alireza Homayouni / Procedia - Social Behavioral Sciences 30 (2011) 839 – 843 Alireza Homayouni / Procedia – Social and and Behavioral Sciences 00 (2011) 000–000
840
fails and because of high social skills leads to good relationship with people. Also they elaborated on original perspectives of EI by developing three branches that together comprised the concept: Appraisal and Expression of Emotion, Regulation of Emotion, and Utilization of Emotion. Emotional intelligence may influence appraisals of stressful tasks and subsequent task performance. High levels of EI promote challenge appraisals and better performance, whereas low EI levels foster threat appraisals and worse performance (Joseph et al, 2005). EI emerged as the most significant direct predictor of grade point average (GPA) (Berenson, Boyles, Weaver, 2008). Emotional intelligence has a significant influence on interpersonal relations and need for achievement among undergraduates and emotional intelligence and need for achievement had significant influence on academic achievement (Afolabi, Ogunmwonyi, Okediji, 2009). Moreover emotional intelligence, one of the most important factors in learning is personality. In this field, the five-factor model (FFM) of personality is a conceptualization of personality comprising behavioural, emotional and cognitive patterns which comprehensively covers the five major traits that define human personality across cultures: Neuroticism (N), the tendency to experience negative emotions such as anxiety and depression; Extraversion (E), the tendency to be sociable, warm, active, assertive, cheerful, and in search of stimulation; Openness to Experience (O), the tendency to be imaginative, creative, unconventional, emotionally and artistically sensitive; Agreeableness (A), the dimension of interpersonal relations, characterized by altruism, trust, modesty, and cooperativeness; and Conscientiousness (C), a tendency to be organized, strong-willed, persistent, reliable, and a follower of rules and ethical principles (McCrae & Terracciano, 2005, & Terracciano & McCrae, 2006). Personality can predict cognitive abilities in human. Openness and extraversion were important predictors of general knowledge in young adults, presumably the time of life when general knowledge increases fastest, with those higher in openness and lower in extraversion scoring higher on general knowledge. Openness was found to be a strong predictor of young adults’ ability to retain general knowledge and store short-term information (Bichsel, 2006). Homayouni et al (2009) in their research showed that there are significant and positive relationship between learning English and introversion and negative relationship between learning English and extroversion. The Conscientiousness factor correlated significantly with students' final math grades, and students' trust in their math instructor, Also students' motivated strategies for learning completely mediated the relationship between students' Conscientiousness factor, trust, and their final math grades (Kilic-Bebek, 2009). Personality is related to academic performance, grades in math and Dutch language (Lubbers, 2010). 2. Methodology Research design is correlation designs. Samples consist of 110 university students (age between 19 – 25) that randomly were selected and responded to following questionnaires: Schutte Self-Report E/I Test (SSREIT) was used. This test made in 1998 by Shutte, Malouf, Hall, Hagreti, Coper and Golden & Dornheim according to Salovy & Mayer (1990) emotional intelligence theory. The Scale is a 33-item self-report inventory focusing on typical emotional intelligence. Respondents rate themselves on the items using a five-point scale. Respondents require on average five minutes completing the scale. Total scale scores are calculated by reverse coding items 5, 28 and 33, and then summing all items. Scores can range from 33 to 165, with higher scores indicating more characteristic emotional intelligence. This test has subscales of managing of emotions, regulating emotions and using emotions and total scores of emotional intelligent. All 33 items are included in one of these four subscales. While subsequent factor analytic studies (Chapman & Hayslip, 2006; Saklofske et al., 2003) have provided support for the factors that form the basis for the subscales, there has been some variation in what items load on the factors. Further, using exploratory factor analysis, Austin, Saklofske, Huang and McKinney (2004) found the 33-item scale items grouped into just three factors. Reliability of test in research is higher than 90 %. NEO-FFI Inventory To measure the personality traits, the NEO-FFI was used. The test was made by Costa & McCrae, (1992). NEOFFI -consists of 60 items on a five-point likert format. It assesses five basic personality traits: Neuroticism (N), Extroversion (E), Openness to new experience (O), Agreeableness (A) and Conscientiousness (C). It has been translated into several languages and used in many countries and cultures and a large literature demonstrates crossobserver agreement and prediction of external criteria such as psychological well-being, health risk behaviours, educational and occupational achievements, coping mechanisms, and longevity. (Costa & McCrae, 1992;
Alireza - Social andand Behavioral Sciences 30 00 (2011) 839000–000 – 843 AlirezaHomayouni Homayouni/ Procedia / Procedia – Social Behavioral Sciences (2011)
841
Terracciano et al, 2008). The NEO-FFI has been used and validated in numerous studies and has been agreed upon by numerous personality researchers to be an accurate measure of the 5-factor model. Internal consistency for the five domains of the NEO-FFI was calculated using coefficient alphas, which ranged from .68 to .86. Evaluation of learning English and math was performed by total credits of general English and general math course obtained at university in the previous academic year. 3. Results Descriptive statistics for each personality traits, emotional components, learning English and math in participants are displayed in Table 1. Table 1. Mean and variance, maximum, minimum of research variables Mean Neuroticism Extraversion Openness to experience Agreeableness Conscientiousness Appraisal of emotion Regulation of emotion Utilization of emotion Total scores of E/I Learning math Learning English
23.80 28.99 26.46 26.75 28.83 30.57 37.10 28.91 119.98 13.05 14.20
Variance
Max
43.72 24.94 27.16 38.04 42.81 20.52 32.53 35.16 314.44 9.92 8.18
45 41 37 44 45 61 46 50 152 17 20
Min 4 12 17 14 15 25 14 17 56 4.5 6.5
Table 2. Correlation coefficient between personality traits and learning math and English Neuroticism Extroversion Learning math Learning English
-.24** -.08
Openness to experience Agreeableness Conscientiousness
.21* .21*
.036 .15** ** P > ./01
.16 .23**
.19* .09
* P > ./05
According to table 2 there is negative relationship between Learning math with Neuroticism, and positive with Extroversion, Agreeableness and Conscientiousness. In learning English there is positive relationship between Extroversion, Openness to experience and Agreeableness. Table 3. Correlation coefficient between emotional intelligence and learning math and English Appraisal/expression of emotion Learning math Learning English ** P >. /01
-.04 .16*
Regulation of emotion .04 .23**
Utilization of emotion -.07 .25**
Total scores of emotional intelligence -.03 .23**
* P >./05
According to table 3 there is not any relationship between components of emotional intelligence and learning math, but all components of emotional intelligence have positive and meaningful relationship with learning English.
842
Alireza Homayouni / Procedia - Social Behavioral Sciences 30 (2011) 839 – 843 Alireza Homayouni / Procedia – Social and and Behavioral Sciences 00 (2011) 000–000
4. Discussion Accordance to Berenson, Boyles, Weaver, (2008), Joseph et al, (2005), Afolabi, Ogunmwonyi, Okediji, (2009), Homayouni et al (2009), (Kilic-Bebek, (2009), Lubbers, (2010) findings of the research confirmed that there is negative relationship between Learning math with Neuroticism, and positive with Extroversion, Agreeableness and Conscientiousness. In learning English there is positive relationship between Extroversion, Openness to experience and Agreeableness. Also All components of emotional intelligence have positive and meaningful relationship with learning English. But there is not any relationship between components of emotional intelligence and learning math. In recent years, the relationship between personality characteristics, learning and academic performance has received considerable attention. Educators and psychologists have known for a long time that people learn in different ways. In 21th century teachers need to understand and expand the variety of methods and strategies for applying effective teaching methods. Learning matters such as math are related with personality traits and can be regarded as predictor of math ability in academic settings. Longitudinal data gathered by Mills (1997), over 10 years to ask whether personality traits were related to gender differences in long-term achievement in mathematics and the sciences. Math ability was the most significant predictor of long-term achievement in math and science for young women. Personality traits, when added to high math ability, increased the probability that young women would go on to pursue a career in math or science. Also emotional intelligence in second language learning is based on intrapersonal and interpersonal intelligences as well as between speaking ability, reading ability and listening ability and intrapersonal intelligence in different situations. Learning a second language is a difficult, exhausting and stressful issue for learners and is even more severe for children since learners have to speak a language other than their mother tongues accompanied by lots of mistakes and disappointments. Languages learners should certainly control their stress, have a good general state and adapt themselves to the intended text content and English language classrooms should be happy and free of tense and stressful situations. Learners are allowed to dare talk and not fear of making mistakes and use their language in spoken or written forms. Languages learners should certainly control their stress, have a good general state and adapt themselves to the intended text content. Finally, it seems that listening ability is related to individuals' emotional intelligence. It means that individuals with emotional awareness have high self-confidence and self-esteem and are more competent in listening skills (Pishghadam & Ghonsooly, 2008). So English teachers should use educational programs to increase students' emotional intelligence capabilities and to develop related skills like understanding personal feelings, sympathy and stress control. English language teachers should first become familiar with the concept of emotional intelligence and try to improve their abilities in this field and then try to develop learners' EI. Some of the effective factors in emotional intelligence are: class discussion, listening to light music, watching short emotional movies, self-expression, designing questionnaires and reading psychological and literal texts. Concerning emotional intelligence capabilities, using questionnaires or forming class discussion groups, for example, can contribute to emotional literacy. Class discussions in which students are asked to express their feelings comfortably and share them with others can help them know themselves and others better and more deeply and have thus a better relationship with others and considerably reduce their stress and anxiety in order to learn English (Pishghadam, 2007). Considering that personality factor and emotional intelligence associated with academic success and the combination of EI and personality can be used as a
stronger predictor of learning, so it is advised that in teaching of the lessons should emphasize on personality traits and EI as an efficient and non-stress way for students in order to better and easier learning of English and math. References
Afolabi, O.A; Ogunmwonyi, E; Okediji, A. (2009). Influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Educational research quarterly, v33 n2 p60-72 Austin, E.J., Saklofske, D.H., Huang, S.H.S., & McKenney, D. (2004). Measurement of trait emotional intelligence: Testing and crossvalidating a modified version of Schutte et al.’s (1998) measure. Personality and Individual Differences, 36, 555-562 Berenson, R; Boyles, G; Weaver, A (2008). Emotional intelligence as a predictor for success in online learning. International review of research in open and distance learning, v9 n2 p1-17 Bichsel, J.(2006). Personality predictors of intelligence: Differences between young and cognitively healthy older adults. 114th annual convention of the American Psychological Association (APA) Chapman, B.P. & Hayslip, B. J. (2006). Emotional intelligence in young and middle adulthood: Cross-sectional analysis of latent structure and means. Psychology and Aging, 21, 411-418. Chapman, B.P. & Hayslip, B. J. (2006). Emotional intelligence in young and middle adulthood: Cross-sectional analysis of latent structure and means. Psychology and Aging, 21, 411-418. Edutopia Staff (2009). Emotional Intelligence: The Missing Piece. Edutopia: What Works in Public Education © 2009 The George Lucas Educational Foundation.
Alireza – 843 Alireza Homayouni Homayouni / /Procedia Procedia- –Social Socialand andBehavioral BehavioralSciences Sciences3000(2011) (2011)839 000–000
843
Flood, J. (2003). Successful online learning: The five P's. Training Journal, 30-32. Golman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ . New York: Bantam Books. Homayouni,A., Porahmad,R., Nikpour,G.A., Mosavi,S.J., (2009). The study of relationship among personality dimensions and their role in learning English of distance education students, 16th International Conference on learning July 1- 4, 2009 Barcelona, Spain Kilic-Bebek, E (2009). Explaining math achievement: personality, motivation, and trust. ProQuest LLC, Ph.D. Dissertation, Cleveland State University.. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml. Joseph B. Lyons, R., Tamera R. Schneider (2005). The influence of emotional intelligence on performance. Personality and Individual Differences. Volume 39, Issue 4, Pages 693-703 Lubbers, M.J.; Van Der Werf, M.P.C.; Kuyper, H; Hendriks, A. A. J. (2010). Does homework behavior mediate the relation between personality and academic performance? Learning and individual differences, v20 n3 p203-208 McCrae, R.R., Terracciano, A.(2005). 78 Members of the Personality Profiles of Cultures Project. Universal features of personality traits from the observer's perspective: Data from 50 cultures. J Pers Soc Psychol.;88:547–561. Mishel, W. (1977). The interaction of persona and situation. In D. Magnusson & N.S. Endler (Eds.), Personality at the crossroads: Current issues in interactional psychology (pp. 333-352). Hillsdale NJ: Erlbaum. 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. & Ghonsoli (2008). The role emotional intelligence in learning English and academic achievement. Research in foreign language, n43, p41-56. Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211. Saklofske, D.H., Austin, E.J., & Minski, P.S. (2003). Factor structure and validity of a trait emotional intelligence measure. Personality and Individual Differences, 34, 1091-1100. Schutte, N.S., Malouff, J.M., Hall, L.E., Haggerty, D.J., Cooper, J.T., Golden, C.J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167-177. Schutte, N.S., Price, I., & Malouff, J.M. (2007). Situational aspects of emotional intelligence. Manuscript in preparation. Terracciano, A., McCrae, R.R.(2006). Cross-cultural studies of personality traits and their relevance to psychiatry. Epidemiol Psichiatr Soc , 15:176-184
Available online at www.sciencedirect.com
Procedia - Social and Behavioural Sciences 00 (2011) 000–000 Procedia - Social and Behavioral Sciences 30 (2011) 839 – 843
www.elsevier.com/locate/procedia
WCPCG-2011
Personality Traits And Emotional Intelligence As Predictors Of Learning English And Math Alireza Homayouni a*
a
Department of Psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran
Abstract The study examined relationship between personality traits and emotional intelligence in learning English and math. Research participants consisted of 110 university students that responded to NEO-FFM PI inventory and Schutte´s Self-Report Emotional Intelligence Test. Also total credits of general English and general math credits course were used. Results revealed that learning math was negatively correlated with Neuroticism and positively correlated with Extroversion and Conscientiousness. Learning English was positively correlated with Extroversion, Openness to experience and Agreeableness. Learning English was positively correlated with all components of emotional intelligence. But there is not any correlation between learning math with emotional intelligence components. © 2011 20101Published Published by © by Elsevier ElsevierLtd Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference
on Psychology, Counselling and Guidance.
Keywords: Personality traits, Emotional intelligence, Learning, English, Math
1.
Introduction
Learning is a very important process in person’s development in life that occurs both in private and social world of a person and can be defined as acquiring new or changing existing awareness, skills, behaviors, values. Learning is as much a function of a person’s emotional response to a learning environment (Flood, 2003). In the last decades with increasing progression in psychology, have been done many research about the role of mental processes in human learning. In 21th century, researchers, teachers, and educators have examined and emphasized on some factors that can be important in learning, especially scholastic learning. In this domain personality factor and emotional intelligence are two concepts that have absorbed many attentions. Individuals need the skills to communicate, work in teams, and let go of the personal and family issues that get in the way of working and learning. Such skills add up to what is known as emotional intelligence, and they are even more important as educators realize that these skills are critical to academic achievement. Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships (Goleman, 1995). Maurice Elias, Rutgers University psychology professor, puts it, "It's the set of abilities that helps us get along in life with other people in all kinds of life situations." He calls it the "missing piece" in American education (Edutopia Staff, 2009). Salovy and Mayer (1990) posed idiom of emotional intelligence as a shape of social intelligence. In fact this intelligence is involved knowing of self and other feel and it uses for taking suitable decisions in life. In the other word, it is a factor that creates motivation in human when he
* Alireza Homayouni. Tel.: +989112181040 E-mail address: [email protected] 1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology, Counselling and Guidance. doi:10.1016/j.sbspro.2011.10.163
Alireza Homayouni / Procedia - Social Behavioral Sciences 30 (2011) 839 – 843 Alireza Homayouni / Procedia – Social and and Behavioral Sciences 00 (2011) 000–000
840
fails and because of high social skills leads to good relationship with people. Also they elaborated on original perspectives of EI by developing three branches that together comprised the concept: Appraisal and Expression of Emotion, Regulation of Emotion, and Utilization of Emotion. Emotional intelligence may influence appraisals of stressful tasks and subsequent task performance. High levels of EI promote challenge appraisals and better performance, whereas low EI levels foster threat appraisals and worse performance (Joseph et al, 2005). EI emerged as the most significant direct predictor of grade point average (GPA) (Berenson, Boyles, Weaver, 2008). Emotional intelligence has a significant influence on interpersonal relations and need for achievement among undergraduates and emotional intelligence and need for achievement had significant influence on academic achievement (Afolabi, Ogunmwonyi, Okediji, 2009). Moreover emotional intelligence, one of the most important factors in learning is personality. In this field, the five-factor model (FFM) of personality is a conceptualization of personality comprising behavioural, emotional and cognitive patterns which comprehensively covers the five major traits that define human personality across cultures: Neuroticism (N), the tendency to experience negative emotions such as anxiety and depression; Extraversion (E), the tendency to be sociable, warm, active, assertive, cheerful, and in search of stimulation; Openness to Experience (O), the tendency to be imaginative, creative, unconventional, emotionally and artistically sensitive; Agreeableness (A), the dimension of interpersonal relations, characterized by altruism, trust, modesty, and cooperativeness; and Conscientiousness (C), a tendency to be organized, strong-willed, persistent, reliable, and a follower of rules and ethical principles (McCrae & Terracciano, 2005, & Terracciano & McCrae, 2006). Personality can predict cognitive abilities in human. Openness and extraversion were important predictors of general knowledge in young adults, presumably the time of life when general knowledge increases fastest, with those higher in openness and lower in extraversion scoring higher on general knowledge. Openness was found to be a strong predictor of young adults’ ability to retain general knowledge and store short-term information (Bichsel, 2006). Homayouni et al (2009) in their research showed that there are significant and positive relationship between learning English and introversion and negative relationship between learning English and extroversion. The Conscientiousness factor correlated significantly with students' final math grades, and students' trust in their math instructor, Also students' motivated strategies for learning completely mediated the relationship between students' Conscientiousness factor, trust, and their final math grades (Kilic-Bebek, 2009). Personality is related to academic performance, grades in math and Dutch language (Lubbers, 2010). 2. Methodology Research design is correlation designs. Samples consist of 110 university students (age between 19 – 25) that randomly were selected and responded to following questionnaires: Schutte Self-Report E/I Test (SSREIT) was used. This test made in 1998 by Shutte, Malouf, Hall, Hagreti, Coper and Golden & Dornheim according to Salovy & Mayer (1990) emotional intelligence theory. The Scale is a 33-item self-report inventory focusing on typical emotional intelligence. Respondents rate themselves on the items using a five-point scale. Respondents require on average five minutes completing the scale. Total scale scores are calculated by reverse coding items 5, 28 and 33, and then summing all items. Scores can range from 33 to 165, with higher scores indicating more characteristic emotional intelligence. This test has subscales of managing of emotions, regulating emotions and using emotions and total scores of emotional intelligent. All 33 items are included in one of these four subscales. While subsequent factor analytic studies (Chapman & Hayslip, 2006; Saklofske et al., 2003) have provided support for the factors that form the basis for the subscales, there has been some variation in what items load on the factors. Further, using exploratory factor analysis, Austin, Saklofske, Huang and McKinney (2004) found the 33-item scale items grouped into just three factors. Reliability of test in research is higher than 90 %. NEO-FFI Inventory To measure the personality traits, the NEO-FFI was used. The test was made by Costa & McCrae, (1992). NEOFFI -consists of 60 items on a five-point likert format. It assesses five basic personality traits: Neuroticism (N), Extroversion (E), Openness to new experience (O), Agreeableness (A) and Conscientiousness (C). It has been translated into several languages and used in many countries and cultures and a large literature demonstrates crossobserver agreement and prediction of external criteria such as psychological well-being, health risk behaviours, educational and occupational achievements, coping mechanisms, and longevity. (Costa & McCrae, 1992;
Alireza - Social andand Behavioral Sciences 30 00 (2011) 839000–000 – 843 AlirezaHomayouni Homayouni/ Procedia / Procedia – Social Behavioral Sciences (2011)
841
Terracciano et al, 2008). The NEO-FFI has been used and validated in numerous studies and has been agreed upon by numerous personality researchers to be an accurate measure of the 5-factor model. Internal consistency for the five domains of the NEO-FFI was calculated using coefficient alphas, which ranged from .68 to .86. Evaluation of learning English and math was performed by total credits of general English and general math course obtained at university in the previous academic year. 3. Results Descriptive statistics for each personality traits, emotional components, learning English and math in participants are displayed in Table 1. Table 1. Mean and variance, maximum, minimum of research variables Mean Neuroticism Extraversion Openness to experience Agreeableness Conscientiousness Appraisal of emotion Regulation of emotion Utilization of emotion Total scores of E/I Learning math Learning English
23.80 28.99 26.46 26.75 28.83 30.57 37.10 28.91 119.98 13.05 14.20
Variance
Max
43.72 24.94 27.16 38.04 42.81 20.52 32.53 35.16 314.44 9.92 8.18
45 41 37 44 45 61 46 50 152 17 20
Min 4 12 17 14 15 25 14 17 56 4.5 6.5
Table 2. Correlation coefficient between personality traits and learning math and English Neuroticism Extroversion Learning math Learning English
-.24** -.08
Openness to experience Agreeableness Conscientiousness
.21* .21*
.036 .15** ** P > ./01
.16 .23**
.19* .09
* P > ./05
According to table 2 there is negative relationship between Learning math with Neuroticism, and positive with Extroversion, Agreeableness and Conscientiousness. In learning English there is positive relationship between Extroversion, Openness to experience and Agreeableness. Table 3. Correlation coefficient between emotional intelligence and learning math and English Appraisal/expression of emotion Learning math Learning English ** P >. /01
-.04 .16*
Regulation of emotion .04 .23**
Utilization of emotion -.07 .25**
Total scores of emotional intelligence -.03 .23**
* P >./05
According to table 3 there is not any relationship between components of emotional intelligence and learning math, but all components of emotional intelligence have positive and meaningful relationship with learning English.
842
Alireza Homayouni / Procedia - Social Behavioral Sciences 30 (2011) 839 – 843 Alireza Homayouni / Procedia – Social and and Behavioral Sciences 00 (2011) 000–000
4. Discussion Accordance to Berenson, Boyles, Weaver, (2008), Joseph et al, (2005), Afolabi, Ogunmwonyi, Okediji, (2009), Homayouni et al (2009), (Kilic-Bebek, (2009), Lubbers, (2010) findings of the research confirmed that there is negative relationship between Learning math with Neuroticism, and positive with Extroversion, Agreeableness and Conscientiousness. In learning English there is positive relationship between Extroversion, Openness to experience and Agreeableness. Also All components of emotional intelligence have positive and meaningful relationship with learning English. But there is not any relationship between components of emotional intelligence and learning math. In recent years, the relationship between personality characteristics, learning and academic performance has received considerable attention. Educators and psychologists have known for a long time that people learn in different ways. In 21th century teachers need to understand and expand the variety of methods and strategies for applying effective teaching methods. Learning matters such as math are related with personality traits and can be regarded as predictor of math ability in academic settings. Longitudinal data gathered by Mills (1997), over 10 years to ask whether personality traits were related to gender differences in long-term achievement in mathematics and the sciences. Math ability was the most significant predictor of long-term achievement in math and science for young women. Personality traits, when added to high math ability, increased the probability that young women would go on to pursue a career in math or science. Also emotional intelligence in second language learning is based on intrapersonal and interpersonal intelligences as well as between speaking ability, reading ability and listening ability and intrapersonal intelligence in different situations. Learning a second language is a difficult, exhausting and stressful issue for learners and is even more severe for children since learners have to speak a language other than their mother tongues accompanied by lots of mistakes and disappointments. Languages learners should certainly control their stress, have a good general state and adapt themselves to the intended text content and English language classrooms should be happy and free of tense and stressful situations. Learners are allowed to dare talk and not fear of making mistakes and use their language in spoken or written forms. Languages learners should certainly control their stress, have a good general state and adapt themselves to the intended text content. Finally, it seems that listening ability is related to individuals' emotional intelligence. It means that individuals with emotional awareness have high self-confidence and self-esteem and are more competent in listening skills (Pishghadam & Ghonsooly, 2008). So English teachers should use educational programs to increase students' emotional intelligence capabilities and to develop related skills like understanding personal feelings, sympathy and stress control. English language teachers should first become familiar with the concept of emotional intelligence and try to improve their abilities in this field and then try to develop learners' EI. Some of the effective factors in emotional intelligence are: class discussion, listening to light music, watching short emotional movies, self-expression, designing questionnaires and reading psychological and literal texts. Concerning emotional intelligence capabilities, using questionnaires or forming class discussion groups, for example, can contribute to emotional literacy. Class discussions in which students are asked to express their feelings comfortably and share them with others can help them know themselves and others better and more deeply and have thus a better relationship with others and considerably reduce their stress and anxiety in order to learn English (Pishghadam, 2007). Considering that personality factor and emotional intelligence associated with academic success and the combination of EI and personality can be used as a
stronger predictor of learning, so it is advised that in teaching of the lessons should emphasize on personality traits and EI as an efficient and non-stress way for students in order to better and easier learning of English and math. References
Afolabi, O.A; Ogunmwonyi, E; Okediji, A. (2009). Influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Educational research quarterly, v33 n2 p60-72 Austin, E.J., Saklofske, D.H., Huang, S.H.S., & McKenney, D. (2004). Measurement of trait emotional intelligence: Testing and crossvalidating a modified version of Schutte et al.’s (1998) measure. Personality and Individual Differences, 36, 555-562 Berenson, R; Boyles, G; Weaver, A (2008). Emotional intelligence as a predictor for success in online learning. International review of research in open and distance learning, v9 n2 p1-17 Bichsel, J.(2006). Personality predictors of intelligence: Differences between young and cognitively healthy older adults. 114th annual convention of the American Psychological Association (APA) Chapman, B.P. & Hayslip, B. J. (2006). Emotional intelligence in young and middle adulthood: Cross-sectional analysis of latent structure and means. Psychology and Aging, 21, 411-418. Chapman, B.P. & Hayslip, B. J. (2006). Emotional intelligence in young and middle adulthood: Cross-sectional analysis of latent structure and means. Psychology and Aging, 21, 411-418. Edutopia Staff (2009). Emotional Intelligence: The Missing Piece. Edutopia: What Works in Public Education © 2009 The George Lucas Educational Foundation.
Alireza – 843 Alireza Homayouni Homayouni / /Procedia Procedia- –Social Socialand andBehavioral BehavioralSciences Sciences3000(2011) (2011)839 000–000
843
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