چکیده:
The present article, first, examines the relationship between EFL university
students' critical thinking (CT) and emotional intelligence (EI). Second, the roles of
gender and age as moderating factors in the relationship between students' CT and
EI are investigated. Third, the relationships between students' age and gender with
their EI are studied. To attain the goals of the research, 86 EFL students completed
the "Watson-Glaser Critical Thinking Appraisal" (Form A) and the "Bar-On's EQ-i
test". The findings of the study indicated that there was a significant relationship
between EFL learners' CT and their EI. Among the components of EI, flexibility
and social responsibility were found to have the highest correlations with CT and
were also shown to be positive predictors of CT. The results also revealed that age
and gender did not moderate the relationship between CT and EI. Furthermore, it
was found that neither age nor gender played any significant roles in learners' level
of EQ.
خلاصه ماشینی:
"Iranian Journal of Applied Linguistics (IJAL), Vol. 14, No. 1, March 2011, 23-48 Critical Thinking and Emotional Intelligence: Investigating the Relationship among EFL Learners and the Contribution of Age and Gender Afsaneh Ghanizadeh * EFL Instructor, Islamic Azad University, Mashhad Branch, Iran Fatemeh Moafian† EFL Instructor, Islamic Azad University, Mashhad Branch, Iran Received 6 May 2010; revised 19 December 2010; accepted 1 February 2011 Abstract Keywords: Age; Introduction A primary objective of education is to prepare individuals to be effective learners.
For instance, research indicates that emotional skills are associated with success in many areas, including effective teaching, student learning, and academic performance (Brackett & Salovey, 2004; Ghanizadeh & Moafian, 2010; Mayer, Salovey & Caruso, 2004; Sutton & Wheately, 2003).
As part of that education, learners need to develop and learn to apply CT skills to their academic studies effectively (Kealey, Holland & Watson, 2005).
The emotional and social competencies and skills in this conceptualization include the five key constructs and each of these constructs consists of a number of closely associated components as follows: (1) Intrapersonal (Self-Regard, Emotional Self Awareness, Assertiveness, Independence and Self- Actualization), (2) Interpersonal (Empathy, Social Responsibility and Interpersonal Relationship), (3) Stress Management (Stress Tolerance and Impulse Control), (4) Adaptability (Reality Testing, Flexibility and Problem Solving), and (5) General Mood (Optimism and Happiness) (Bar-On, 2006).
The relationship between emotional intelligence, personality, critical thinking ability, and organizational leadership performance at upper levels of management (Doctoral dissertation).
Identification of relationships between emotional intelligence skill & critical thinking disposition in undergraduate leadership students."