RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND SELF-REGULATED LEARNING OF STUDENTS

Abstract

The aim of this study was to examine the empirical association between emotional intelligence (EI) and self-regulated learning (SRL) strategies of university students. This study employed a cross-sectional correlational research design with a stratified random sample of 380 undergraduate students in different fields of study who filled out two normative instruments, the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive statistics, Pearson product-moment correlation analysis, and multiple regression analysis were employed to analyze the quantitative data. The results showed that there was a significant and positive relationship between emotional intelligence and self-regulated learning (r = 0.58, p < 0.01). The dimensions of emotional intelligence showed that the highest correlation with the employment of cognitive and metacognitive strategies were the regulation of emotion and the use of emotion. There were no significant gender differences for the total correlation, but the females had higher scores in the appraisal of emotions. The results suggest that emotionally competent students are more likely to be able to regulate, control, and maintain their learning activities, handle academic stress, and use appropriate cognitive strategies. The findings in this study highlight the need to include SE interventions as part of the curriculum for higher education institutions in order to build up strong SRL structures and enhance academic retention.