چکیده:
Emotional Intelligence, the ability to be aware of, understand, and express oneself, the ability to be aware of, understand, and relate to others, the ability to deal with strong emotions, and the ability to adapt to change and solve problems of a social or personal nature, can be considered an important factor in learning a language as it enhances the verbal fluency which is the ultimate goal in FLL. The present study intended to consider the relationship between emotional intelligence and academic performance in Osku-Iran Islamic Azad University`s EFL classes. For this purpose, 110 undergraduate EFL sophomore and junior students participated in this study. First, in the middle of the term they were required to complete Bar-On (1997) Emotional Intelligence Inventory and their EI scores were computed based on the guidelines Bar-On (1997) provided. At the end of the term the academic course final exam was administered to the students to achieve their academic mean score which was computed out of 20. After that the degree of correlation between EI and academic mean score was found. It became evident that there is no meaningful relationship between total EI score and academic mean score but there is a meaningful and positive relationship between some sub-scales of emotional intelligence and academic mean <Page No="53"/>score. Therefore, material developers and syllabus designers are required to take emotional factors into account when they want to design syllabuses or make materials ready for teaching.
خلاصه ماشینی:
"Table 1 Bar-On’s Model of Emotional Intelligence Intrapersonal Self Regard Emotional Self-Awareness Assertiveness Independence Self-Actualization Interpersonal Empathy Social Responsibility Interpersonal Relationship Adaptability Reality Testing Flexibility Problem Solving Stress Management Stress Tolerance Impulse Control General Mood Components Optimism Happiness Janani Vaidhyanathan (2010) states that the various elements of emotional intelligence like, self-awareness, self-regulation, motivation, empathy and social skill form the basic emotional and social competencies which are widely important in the process of language learning and academic performance.
After division of academic scores and emotional intelligence scores into three categories of high, average and low by means of the software SPSS, in order to know the degree of relationship between the total emotional intelligence score and academic achievement mean score of students (regarding the first research question), the correlation between these two was calculated by chi-square through SPSS: Table 2.
This research study presented a close correlation between academic mean score and stress tolerance, the sub-scale of stress management, emotional self-awareness and assertiveness, sub-scales of intrapersonal aspect and reality testing, the sub-scale of adaptability.
It means that the students with stress tolerance (the ability to withstand adverse events and stressful situations and conditions), with self awareness (the ability to recognize and understand one`s feeling) and assertiveness (the ability to express feelings, beliefs and thoughts, and to defend one`s rights in non-destructive manner), and also with power of reality testing will have better academic performance in foreign language learning classes (Bar-On, 1997)."