| تعداد نشریات | 24 |
| تعداد شمارهها | 917 |
| تعداد مقالات | 8,230 |
| تعداد مشاهده مقاله | 16,274,282 |
| تعداد دریافت فایل اصل مقاله | 13,749,819 |
Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance | ||
| Teaching English as a Second Language Quarterly | ||
| دوره 41، شماره 1، اردیبهشت 2022، صفحه 1-31 اصل مقاله (987.15 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2021.40684.3001 | ||
| نویسندگان | ||
| Momene Ghadiri* ؛ Gholamreza Zarei؛ Amir Esmaeili | ||
| Isfahan University of Technology | ||
| چکیده | ||
| While the bulk of literature repletes with studies on emotional intelligence and its effect on teachers' performance and students' academic achievement, few have been released as to the potency of the factors that can foster emotional intelligence inside classrooms. Accordingly, the present study aimed to investigate the extent to which spiritual intelligence could be a predictor of emotional intelligence. The data were collected through a merger of the Brief Emotional Intelligence Scale (BEIS-10) and Spiritual Intelligence Self-Report Inventory (SISRI). The evolved 34-item questionnaire was translated into Persian to ensure maximum comprehension of participants. The sample of this study consisted of 847 undergraduate Iranian EFL learners from two provinces in Iran. Three phases were in this study. First, an exploratory factor analysis of SISRI-24 was performed. Second, confirmatory factor analysis of both inventories, individually, was done by IBM SPSS AMOS. This was followed by CFA of the 34-item questionnaire. Last, multiple regression analysis was modeled to find the predictive relationships. The results of PCA revealed a three-factor model of SISRI (18 statements). CFA also verified both inventories under investigation. The model fit estimated of the 34-item questionnaire was sufficiently adequate to approve the model. Multiple regression analysis also indicated that critical existential thinking could predict both appraisal and regulation of own emotions as well as utilization of emotions. Likewise, conscious state expansion could predict the utilization of emotions. It was also found that personal meaning production could predict the appraisal of other emotions. | ||
| کلیدواژهها | ||
| Spiritual Intelligence؛ Emotional Intelligence؛ Exploratory Factor Analysis؛ Multiple Regression Analysis؛ Confirmatory Factor Analysis؛ EFL Learners | ||
| مراجع | ||
|
Abdolrezapour, P. (2016). Improving learners' oral fluency through computer-mediated emotional intelligence activities. ReCALL, 29(1), 80-98.
Abdolrezapour, P., & Tavakoli, M. (2012). The relationship between emotional intelligence and EFL learners' achievement in reading comprehension. Innovation in Language Learning and Teaching, 6(1), 1-13.
Aki, O. (2006). Is emotional intelligence or mental intelligence more important in language learning? Journal of Applied Science, 1(6), 66–70.
Alavinia, P., & Mollahossein, H. (2012). On the correlation between Iranian EFL learners' use of metacognitive listening strategies and their emotional intelligence. International Education Studies, 5(6), 189-203.
Alsalhi, N. R. I. (2020). The representation of multiple intelligences in the science textbooks and the extent of awareness of science teachers at the intermediate stage of this theory. Thinking Skills and Creativity, 38, 1-15.
Amram, Y., & Dryer, D. C. (2008). The integrated spiritual intelligence scale (ISIS): Development and preliminary validation. Paper presented at the 116th Annual Conference of the American Psychological Association, Boston, MA, USA.
Animasahun, R. A. (2008). Predictive estimates of emotional intelligence, spiritual intelligence, self-efficacy and creativity skills on conflict resolution behavior among the NURTW in south-western Nigeria. Pakistan Journal of Life and Social Sciences, 6(2), 68-74.
Antunes, R. R., Silva, A. P., & Oliveira, J. (2018). Spiritual intelligence self-assessment inventory: Psychometric properties of the Portuguese version of SISRI-24. Journal of Religion, Spirituality & Aging, 30(1), 12–24.
Arnold, J., & Fonseca, C. (2004). Multiple intelligence theory and foreign language learning: A brain-based perspective. International Journal of English Studies, 4(1), 119-136.
Balasubramanian, C., & Al-Mahrooqi, R. (2016). Emotional intelligence in language instruction in Oman: The missing link. RELC Journal, 47(2), 145-160.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.
Chan, A. W. Y., & Siu, A. F. Y. (2016). Application of the Spiritual Intelligence Self-Report Inventory (SISRI-24) among Hong Kong university students. International Journal of Transpersonal Studies, 35(1), 1–12.
Chao, C. (2003). Foreign language anxiety and emotional intelligence: A study of EFL students in Taiwan (Unpublished doctoral dissertation). Texas A & M University, US.
Chin, S.T.S., Raman, K., Yeow, J. A. & Eze, U.C. (2012). Relationship between emotional intelligence and spiritual intelligence in nurturing creativity and innovation among successful entrepreneurs: A conceptual framework. Procedia Social and Behavioral Sciences, 57, 261 – 267.
Das, S. (2015). Is life satisfaction driven by spiritual intelligence? A study amongst the students pursuing doctoral degrees after leaving jobs in corporate houses. Imperial Journal of Interdisciplinary Research, 1(4), 114–125.
Davies, K. A., Lane, A. L., Devonport, T. J., & Scott, J. A. (2010). Validity and reliability of a Brief Emotional Intelligence Scale (BEIS-10). Journal of Individual Differences, 31(4), 198–208.
Davoudi, M., & Chavosh, M. (2016). The relationship between multiple intelligences and listening self-efficacy among Iranian EFL Learners. English Language Teaching, 9(6), 199-212.
Dhani, P., & Sharma, T. (2016). Emotional intelligence: History, models and measures. International Journal of Science Technology and Management, 5(7), 189-201.
Dolati, Z., & Tahriri, A. (2017). EFL teachers' multiple intelligences and their classroom practice. SAGE Open, 7(3), 1-12.
Dulewicz, V., & Higgs, M. (2000). Emotional intelligence: A review and evaluation study. Journal of Managerial Psychology, 15(4), 341–372.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Emmons, R. A. (2000). Is spirituality an intelligence? Motivation, cognition, and the psychology of ultimate concern. International Journal for the Psychology of Religion, 10(1), 3–26.
Engin, M. (2017). Analysis of Students' Online Learning Readiness Based on Their Emotional Intelligence Level. Universal Journal of Educational Research, 5(12), 32-40.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1991) The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Gardner, H. (2000). A Case against spiritual intelligence. International Journal for the Psychology of Religion, 10(1), 27-34.
Gayathri, N., & Meenakshi, K. (2013). A literature review of emotional intelligence. International Journal of Humanities and Social Science Invention, 2(3), 42-51.
Goetz, T., Frenzel, C. A., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9-33.
Goleman, D. (1995). Emotional intelligence. United States: Bantam Books.
Herrnstein, R., & Murray, C. (1994). The bell curve: Intelligence and Class Structure in American Life. New York: Free Press.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132.
Imai, Y. (2010). Emotions in SLA: New Insights from Collaborative Learning for an EFL Classroom. The Modern Language Journal, 94(2), 278-292.
Jalongo, M. R., & Hirsh, R. A. (2010). Understanding reading anxiety: New insights from neuroscience. Early Childhood Education Journal, 37(6), 431-435.
Jyadi, J. (2013). Teacher competence, spiritual intelligence with self-determination mediation theory as the organization. Humanitas, 9(1), 34-42.
King, D. B., & DeCicco, T. L. (2009). A viable model and self-report measure of spiritual intelligence. The International Journal of Transpersonal Studies, 28(1), 68-85.
King, D. B., Mara, C. A., & DeCicco, T. L. (2012). Connecting the spiritual and emotional intelligences: Confirming an intelligence criterion and assessing the role of empathy. International Journal of Transcendental Studies, 31(1), 11-20.
Lanciano, T., & Curci, A. (2014). Incremental Validity of Emotional Intelligence Ability in Predicting Academic Achievement. The American Journal of Psychology, 127(4), 447–46.
Luo, M. N., & Huang, M. (2018). ESL teachers' multiple intelligences and teaching strategies: Is there a linkage? TESOL Journal, 10(1), 1-14.
Martin, T. N., & Hafer, J. C. (2009). Models of emotional intelligence, spiritual intelligence, and performance: A test of Tischler, Biberman, and McKeage. Journal of Management, Spirituality & Religion, 6(3), 247-257.
Mayer, J. D. (2000). Spiritual Intelligence or Spiritual Consciousness? International Journal for the Psychology of Religion, 10(1), 47-56
Méndez Lopez, M. G., & Pea Aguilar, A. P. (2013). Emotions as learning enhancers of foreign language learning motivation. Profile, 15(1), 109-124.
Ogunsola, K. O., Fontaine, R. A. H., & Jan, M. T. (2020). A cross-cultural adaptation and psychometric validation of SISRI-24 among Malaysian teachers. The International Journal of Human Potentials Management (IJHPM), 2(1), 1-22.
Pahlavani, P., & Asroush, M. (2013). The Relationship between emotional intelligence (EQ) and the EFL learners' oral translation performance. Iranian EFL Journal, 9(5), 39-50.
Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6(1), 31-41.
Polemikou, A., Zartaloudi, E., & Polemikos, N. (2019). Development of the Greek version of the Spiritual Intelligence Self-Report Inventory-24 (KAPN): Factor structure and validation. Mental Health, Religion & Culture, 22(10), 1033-1047.
Schutz, P. A., & Pekrun, R. (2007). Emotion in education. San Diego: Elsevier
Shao, K., Yu, W., & Ji, Z. (2013). The Relationship between EFL students' emotional intelligence and writing achievement. Innovation in Language Learning and Teaching, 7(2), 107-124.
Sokhandani, M. (2016). Role of spiritual intelligence in defensive styles of nursing students. International Journal of Interdisciplinary Studies and Research, 6(4), 73–82.
Soodmand Afshar, H., & Rahimi, M. (2016). Reflective thinking, emotional intelligence, and speaking ability of EFL learners: Is there a relation? Thinking Skills and Creativity, 19, 97-111.
Vygotsky, L. S. (2000). Thought and language. Cambridge: MIT Press.
Zarrinabadi, Z., Isfandyari-Moghaddam, A., Erfani, N., & Ahmadi Tahour Soltani, M. (2018). The codification of spiritual intelligence measurement model in librarianship and medical information science students of medical universities in Iran. Journal of Education and Health Promotion, 7(59), 1-6.
Zohar, D. (2010). Exploring spiritual capital: An interview with Danah Zohar. Spirituality in Higher Education Newsletter, 5(5), 1-8. | ||
|
آمار تعداد مشاهده مقاله: 841 تعداد دریافت فایل اصل مقاله: 1,243 |
||