Exploring Emotional Intelligence, Learner Autonomy, and Retention in an Accelerated Undergraduate Degree Completion Program

Abstract

This article presents the results of research that explored the relationship between emotional intelligence and learner autonomy in the context of nontraditional higher education and their impact on student retention. This was predicated on previous research that suggested emotional intelligence might lead to student success and that autonomous learners persevere toward academic goals with more resourcefulness, initiative, and persistence than other learners do. For this study, 129 nontraditional undergraduate students associated with a small, private, liberal arts college in the northeastern U.S. completed web‐based surveys measuring emotional intelligence and learner autonomy. Results indicate a strong relationship between emotional intelligence and learner autonomy. Two of three emotional intelligence constructs and two of four learner autonomy constructs contributed to retention in a logistic regression model. The article concludes with discussion of limitations of the study, suggestions for future research, and how administrators of nontraditional programs can benefit from this study.

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

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Iranian EFL Students’ Emotional Intelligence and Autonomy in Distance Education

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