Undergraduate students’ emotional intelligence and their perceptions of learner autonomy: Interface between social science and English language students

Shabbani, Mohammad Bagher; Latifi, Gholam Reza; Javaheri, Reza; Mazlum, Masumeh

doi:10.1080/2331186x.2020.1850194

Cited by 4 publications

(2 citation statements)

References 27 publications

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“…Furthermore, using technology in English teaching and learning could promote student autonomy (Susanti et al, 2023). This study has shown that when students use Quizizz to acquire reading, they attempt to manage their time efficiently.…”

Section: Discussionmentioning

confidence: 96%

Effect of Quizizz Application on the Students’ Reading Comprehension

Annisa,

Susanti

2024

wej

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This study aims to ascertain whether using the Quizizz application affects students' reading comprehension abilities in seventh-grade junior high school. The researchers used a pre-experiment design with a single group design to conduct this quantitative study. Seventh graders at one of Surabaya's public junior high schools served as the study's sample. Pre-test and post-test were utilized in this study to gather data. This study examined a paired sample t-test to collect the information. The t-test indicates that the student's scores after receiving the treatment are higher than the students' scores before, as evidenced by the average score's increase from 64.41 to 81.12. The Alternative hypothesis is accepted as there is a substantial impact of utilizing Quizizz on students' reading comprehension abilities, according to the findings of the paired sample t-test, which revealed that the Sig (2-tailed) score is 0.000 <0.05. It has implied that Quizizz could improve students' reading comprehension since the teacher provides valuable knowledge for students. They are motivated to read English text using Quizizz. It is recommended for future research to explore the application of Quizizz for other skills.

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Section: Discussionmentioning

confidence: 96%

Effect of Quizizz Application on the Students’ Reading Comprehension

Annisa,

Susanti

2024

wej

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“…Teachers with digital competence proficiently utilize digital tools such as interactive whiteboards and voting systems to support students' autonomous learning by offering various instructional strategies, group sizes (individual or pairs) and presentation formats (Carsten Stahl, 2005; Chen et al., 2020; Lee et al., 2015). Furthermore, innovative digital teachers flexibly employ forums and collaboration tools to create realistic scenarios and engage students in discussions (Moore, 1993; Susanti et al., 2023). This not only enhances student engagement but also provides essential scaffolding for teachers to deliver autonomy support.…”

Section: Literature Reviewmentioning

confidence: 99%

Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support

Chen,

Li,

2024

Brit J Educational Tech

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Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.Practitioner notesWhat is already known about this topic Previous research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences. Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise. Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation. What this paper adds This study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature. This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework. Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms. Implications for practice and/or policy Teacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively. Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy.

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Suicidal Ideation among Adolescents: A Case of Bullying Victimization and Emotional Intelligence

2022

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This paper attempted to examine suicidal ideation among adolescents in terms of bullying victimization and emotional intelligence. It had been observed that adolescents have to face the challenge of suicidal ideation through bullying and reduce it through emotional intelligence. A sample of 1017 adolescents was sampled from public sector primary schools in the district of Gujrat, Punjab, Pakistan to conduct the cross-sectional survey. For this study, the scale of bullying victimization (Illinois Bullying Scale by Espelage & Holt, 2001), emotional intelligence (Emotional Intelligence Scale for Children & Adolescents by Batool & Hayat, 2018) and suicidal ideation (Suicidal Ideation Attribution Scale by Van Spijker, 2014) had been used to measure the responses of the students. The study findings pointed out that emotional intelligence was a significant negative predictor of suicidal ideation. Similarly, the analysis showed that bullying victimization was a significant predictor of suicidal ideation among adolescents.

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Undergraduate students’ emotional intelligence and their perceptions of learner autonomy: Interface between social science and English language students

Cited by 4 publications

References 27 publications

Effect of Quizizz Application on the Students’ Reading Comprehension

Effect of Quizizz Application on the Students’ Reading Comprehension

Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support

Suicidal Ideation among Adolescents: A Case of Bullying Victimization and Emotional Intelligence

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