Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

Abstract

Self-directed learning is recognised as a key goal of higher education. To facilitate self-directed learning, emotional intelligence (EI), which encompasses the ability to regulate one's own emotions and to generate positive emotions, is important. The present study aimed to examine the effects of EI on self-directed learning and how EI and self-directed learning contribute to key learning outcomes in higher education, including grade point average (GPA), generic learning outcomes (including social, cognitive and self-growth outcomes) and students' satisfaction with their university experience. The study adopted a prospective longitudinal design with 560 first-year undergraduate students completing different measures at the beginning and end of the academic year. Results of the structural equation modelling showed that EI had a strong effect on self-directed learning, which in turn was positively associated with GPA and various generic learning outcomes that are related to students' satisfaction with the university experience. To better delineate the relationship between EI and self-directed learning, multiple regression was performed. Results indicated that three key emotional abilities-emotional regulation of the self (ERS), appraisal of emotions in the self (AES) and emotional regulation of others (ERO)-were positively associated with self-directed learning. This study provided empirical evidence that students who are more emotionally intelligent are more self-directed, leading to higher achievement in both academic and generic development, which in turn results in higher university satisfaction. Implications of the findings are discussed.

The Leadership Gym: A Proposed Undergraduate Leadership Programme for Generation Z

“…Much research has proven the impact of modern learning techniques, such as the projectbased experiential learning, the problem-based learning, and game-based learning, which basically follow a flipped education strategy where students become self-directed learners and educators play the role of coach or facilitator, such as Mercer et al (2017), Moore, Jones and Frazier (2017), Murillo-Zamoranoa, Sáncheza and Godoy-Caballero (2019), Rospigliosi (2019), Tomas et al (2019), and Zhoc et al (2018). However, no one single programme has been designed in a way that serves the changed learning needs of generation Z, particularly for developing sustainable leadership skills, which would be of immediate use in today's work world.…”

“…A consequence of SIB and another core learning outcome believed to pave the way for developing workplace competencies, self-directed learning is recognised as the ability to willingly initiate, prepare, execute, and evaluate one's own learning without the need to be guided by other people (Kos et al, 2017;Morris, 2018;Zhoc et al, 2018). Although a critical leadership characteristic, both academic and vocational educational institutions have not fully incorporated SDL into their programmes (Morris, 2018).…”

“…Furthermore, research by Zhoc et al (2018) has shown that those who score high EI levels are more self-directed due to their ability to regulate their own emotions and generate positive emotions, leading to a self-motivated disposition.…”

Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students

“…It is crucial to note that prior empirical studies have highlighted positive association of self-directed learning with academic performance (Lounsbury et al, 2009;Zhoc and Chen, 2016;Zhoc et al, 2018), as well as lifelong learning (Salleh et al, 2019), in higher education. In their meta-analysis, Boyer et al (2014) found that self-directed learning has a positive relationship with a range of personality factors such as intrinsic motivation, internal locus of control, academic achievement and help seeking behavior.…”

Examining the Role of Enjoyment, Anxiety, and Emotional Intelligence in Online Graduate Students' Self-Regulated Learning

“…As mentioned previously, students with higher EI are not only capable of dealing with their own emotions and others', they also manage to control any feelings of frustration to remain focused on important work issues. In this sense, Zhoc, Chung, and King (2018) provide empirical evidence that students who are more emotionally intelligent are more self-directed. Their results suggest that the three emotional abilities-emotional regulation of the self (ERS), appraisal of emotions in the self (AES), and emotional regulation of others (ERO)were positively related to SDL.…”