Reliability and factor structure of a trait emotional intelligence measure in four Arab countries

Mohamed, Ahmed A.; Khouly, Sayed El; Mohamad, Mohamad Saad

doi:10.1108/17537981211225871

Cited by 6 publications

(8 citation statements)

References 36 publications

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“…In addition, these findings are not consistent with previous research (Aritzeta et al, 2016;Mayer and Geher, 1996;Mandell and Pherwani, 2003;Alkhadher, 2006), with women scoring significantly higher than men, and they contradict those studies suggesting that in Arab countries females are taught to use and express more emotions than males (Mohamed et al, 2012). On the other hand, we find consistency with some studies conducted in China (Kong, 2017;Shi and Wang, 2007).…”

Section: Discussioncontrasting

confidence: 99%

“…Previous studies conducted in Kuwait and other Gulf countries using various scales (Alkhadher, 2007;Alumran and Punam€ aki, 2008) have shown that females tended to score higher on EI measures than males. According to Mohamed et al (2012), one possible explanation is that, in the masculine Arab culture, girls are taught to show and use more emotions than boys. The researchers related this finding to the masculine Arab culture.…”

Section: Emotional Intelligence and Academic Successmentioning

confidence: 99%

“…Although several studies on EI in Kuwait (AlDosiry et al, 2016;Alkhadher, 2007;Li and Zahran, 2014;Mohamed et al, 2012) have been conducted, no research has yet been done to evaluate the psychometric properties of the WLEIS or its suitability within the educational Kuwaiti context. Therefore, the purpose of this study is twofold: (1) to evaluate psychometric properties of the Wong and Law Emotional Intelligence Scale (WLEIS), with the aim of determining whether it can be used as a reliable tool to assess Kuwaiti students ' EI and (2) to explore the relationship between EI and GPA, gender, age, major and type of high school.…”

Section: Introductionmentioning

confidence: 99%

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Emotional intelligence and academic achievement in higher education

Halimi¹,

AlShammari²,

Navarro³

2020

JARHE

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PurposeThis study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.Design/methodology/approachThe data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.FindingsThe results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.Research limitations/implicationsThe study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.Practical implicationsThere are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.Social implicationsIn addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.Originality/valueEmotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.

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Section: Discussioncontrasting

confidence: 99%

Section: Emotional Intelligence and Academic Successmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emotional intelligence and academic achievement in higher education

Halimi¹,

AlShammari²,

Navarro³

2020

JARHE

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“…professionals among four Arab countries Egypt, Kuwait, the UAE, and Saudi Arabia using an Arabic language emotional intelligence scale [29], which found that there are no signi cant differences between overall EI scores among the four Arab countries. However, using post hoc analysis, the authors could discern that Egypt has the lowest score on two factors; emotion regulation and utilization.…”

Section: Discussionmentioning

confidence: 98%

Emotional Intelligence and Academic Performance Among Egyptian and Saudi Arabian Undergraduate Medical Students: A Cross Sectional Study

Abdelmohsen¹,

Khired²,

El-Ma'doul³

et al. 2021

Preprint

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Objectives The purpose of this study was to explore the domains of emotional intelligence among medical students and ascertain its relationship to academic achievement. Method: A cross-sectional study was conducted on 2340 undergraduate medical students from different Egyptian and Saudi Arabian universities using a semi-structured online abstract including two parts: Socio-demographic data and emotional intelligence questionnaire. Results The study was conducted on 2340 medical students aged (21.5 ± 1.9, range = 17–24 years) from two countries, Saudi Arabia (28.8%) and Egypt (71.2%). Females represented 68.4%. Academic achievement was distributed as excellent 54.1%, very good (28%), good (14.5%) and accepted (3.4%). The total EI score reported that 63.9% of the students had strength while 35.9% needed attention. Managing emotion, motivating oneself and total EI score were significantly higher among Egyptian students in comparison to Saudi Arabia students (P < 0.001). Females showed significantly higher EI scores than males. Egyptian males showed significantly higher EI scores than Saudi Arabian males (P < 0.001). Self-awareness was significantly high in Saudi Arabian females while managing emotions was significantly high among Egyptian females (P < 0.01). Academic achievement showed that EI scores were significantly higher among very good and excellent achievement in comparison to good or accepted achievement except self-awareness which showed that those with accepted achievement had higher self-awareness than those with high achievement. Significant positive correlation was found between EI scores and academic achievement (P < 0.001) Conclusion Emotional intelligence domains relate significantly to academic achievements in medical students. Therefore, this study recommended the necessity of improving the students ‘emotional intelligence in the scientific and community environment with proper interventions strategies through developing program that enhances their academic achievement to play a pivotal role when transforming into business world and recently in academic study.

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“…But, it had an antithesis which said that "teachers themselves have to learn the lessons with such difficulty before entering the classroom, let alone the students." (Mohamed, El Khouly, & Saad, 2012;Rojas-Méndez, Papadopoulos, & Alwan, 2015;Vassie, 2000;Wekke & Andriansyah, 2016). The different emphasizes in Arabic lesson on the importance of method and the importance of materials may occur built by the reality.…”

Section: Introductionmentioning

confidence: 99%

Ecletic Method for Arabic Learning in Islamic School of Indonesia

Wekke¹,

Yusuf²,

Muttaqien³

2018

Preprint

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Arabic learning was starting from an assumption that its method was more important than its materials. This assumption then saw that its success would be determined by methods selected by the teacher. This paper discusses the paradigm encouraged Arabic teachers to master several methods considered effective and efficient to achieve the goals of learning Arabic. Starting from this, eclectic method was born as central axis to provide various alternative methods combined to support each other in achieving the goals of learning Arabic. There were, in the past, facts showing that the causes of failures of learning foreign languages were, among others, teachers' capability to select proper and attracting methods. This statement showed that the cause was the inappropriateness of method selection which led to students' desperation. Finally, some recomendations will be presented to enhance Arabic language learning.

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Reliability and factor structure of a trait emotional intelligence measure in four Arab countries

Cited by 6 publications

References 36 publications

Emotional intelligence and academic achievement in higher education

Emotional intelligence and academic achievement in higher education

Emotional Intelligence and Academic Performance Among Egyptian and Saudi Arabian Undergraduate Medical Students: A Cross Sectional Study

Ecletic Method for Arabic Learning in Islamic School of Indonesia

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