Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

Abstract

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

The Effect of Abusive Supervision on Employee Creativity: The Mediating Role of Negative Affect and Moderating Role of Interpersonal Harmony

“…Considerable evidence has suggested that employee creativity can benefit organizational reformation and innovation, competitiveness, effectiveness, and survival ( Nystrom, 1990 ; Zhou, 2003 ; Shalley and Gilson, 2004 ; Sijbom et al, 2018 ), and enhance long-term business success ( Hon, 2012 ). Given the importance of creativity, how to cultivate and maintain employee creativity in organizations has been a hotspot for research on organizational behavior ( Shafait et al, 2021a , b ).…”

Exploring the longitudinal effects of emotional intelligence and cultural intelligence on knowledge management processes

“…The function of an individual’s perceptions and management of their feelings and emotions serves to guide their thinking and actions (Salovey & Mayer, 1990 ). Given the widespread use of EI in the workplace, it has been proved to be conducive to task performance (Chen et al, 2012 ; Law et al, 2008 ), as well as to organizational innovation and creation (Rivera-Vazquez et al, 2009 ; Shafait et al, 2021a , b ).…”

“…The success largely depends on appropriate implementation of KM processes (Oufkir & Kassou, 2019 ; Wong et al, 2015 ), referring specifically to a set of practices involving knowledge creating, capturing, storing, transferring and using, with an aim to enhance the overall learning outcomes (Barley et al, 2018 ). Given that the source of organizational knowledge are the employees (Nonaka, 1994 ), there have been studies of KM processes’ antecedents related to human characteristics (e.g., Li et al, 2021 ; Shafait et al, 2021a ; Shariq et al, 2019 ; Stoermer et al, 2021 ; Tuan, 2016 ).…”

“…CI can promote meaningful multicultural interactions (Li et al, 2021a , b ), and it has greater predictability than EI in cross-cultural context (Zhang et al, 2017 ). Although there are cross-sectional studies related to KM processes with EI (Decker et al, 2009 ; Shafait et al, 2021a ; Shariq et al, 2019 ; Tuan, 2016 ), and CI (Berraies 2019 ; Li et al, 2021a , b ; Stoermer et al, 2021 ; Vlajčić et al, 2019 ), we would argue that as particular dispositional variables EI and CI may influence how employees interpret various situations and events happening with regard to the implementation of KM over time.…”

Comparative analysis of variables that influence behavioral intention to use MOOCs

“…MOOCs work by offering an online course to students through the internet [ 1 ]. Learning through the internet contains the traditional learning materials that are made accessible online in recorded lectures, course readings, interactive learning modules, online examinations, and online student interaction forums [ 2 , 3 ]. Initially, MOOCs programs were used as open educational resources (OER) and were not designed to offer academic credits.…”