آمار
| تعداد نشریات | 6 |
| تعداد شمارهها | 126 |
| تعداد مقالات | 1,601 |
| تعداد مشاهده مقاله | 1,813,361 |
| تعداد دریافت فایل اصل مقاله | 1,684,555 |
The Interplay of Emotional Intelligence and Self-Efficacy in Predicting Emotion Regulation: Insights from EFL Learners | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 14، شماره 1، تیر 2026، صفحه 53-76 اصل مقاله (816.27 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2026.30570.1795 | ||
| نویسندگان | ||
| Ali Arabmofrad* 1؛ Yeganeh Kazemi2؛ Milad Alizadeh3؛ Eesa Niazi4 | ||
| 1Assistant Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran | ||
| 2MA in TEFL, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran | ||
| 3PhD Candidate in ELT, Urmia University, Urmia, Iran | ||
| 4Assistant Professor of Management, Department of Management, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran | ||
| چکیده | ||
| Addressing an underexplored dimension of the socio-emotional aspects of second language acquisition, this study examines how emotional intelligence (EI) and self-efficacy (SE) differentially predict emotion regulation (ER) among 256 Iranian EFL learners aged 10 to 15. Employing Structural Equation Modeling (SEM), the research investigates the interrelationships among these psychological constructs within the context of English language learning. The findings indicate a moderate yet statistically significant positive association between SE and ER, and a stronger positive relationship between EI and ER, while no significant correlation emerges between SE and EI. The proposed SEM model exhibits an excellent fit, confirming that EI serves as a more powerful predictor of ER than SE. These resultsunderscore the crucial role of emotional intelligence in facilitating learners’ management of affective experiences during language learning. Consequently, the study recommends incorporating EI-oriented training within EFL instructional programs to foster learners’ emotional regulation, resilience, and academic success, thereby reinforcing the complementary relationship between emotional competence and linguistic-cognitive development. | ||
| کلیدواژهها | ||
| academic performance؛ emotional competence؛ psychological factors؛ SEM | ||
| مراجع | ||
|
Abdolrezapour, P., & Tavakoli, M. (2012). The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Innovation in Language Learning and Teaching, 6(1), 1–13. https://doi.org/10.1080/17501229.2010.550686
Adeyemo, D. A. (2007). Moderating influence of emotional intelligence on the link between academic self-efficacy and achievement of university students. Psychology and Developing Societies, 19(2), 199–213. https://doi.org/10.1177/097133360701900204
Alavi, M., Mehrinezhad, S. A., Amini, D., Ningal, M. T., & Abdul Latif, A. (2019). Comparative study of trait emotional intelligence and executive functioning among youth. The Journal of General Psychology, 146(1), 50-67. https://doi.org/10.1080/00221309.2018.1535484
Baleghizadeh, S. and Jula, A. (2024). Sense of self-efficacy and emotional intelligence as predictors of job satisfaction among Iranian EFL teachers. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 12(2), 161-194. https://doi.org/10.22049/jalda.2024.29316.1645
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606
Bandura, A., & Schunk, D.H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. http://dx.doi.org/10.1037/0022-3514.41.3.586
Bandura, A., Freeman, W.H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. Berlin: Springer. https://doi.org/10.1891/0889-8391.13.2.158
Bazadough, D. S., & Abu Sulaiman, B. (2023). Emotional regulation and its relationship to self-efficacy among academic leaders in Amman Arab University. Journal of Namibian Studies: History Politics Culture, 33(1), 69-85, Article 565. https://doi.org/10.59670/jns.v33i.565
Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3),139–153. https://doi.org/10.1207/s15326985ep3403_1
Brackett, M. A., & Salovey, P. (2006). Measuring emotional intelligence with the Mayer-Salovery-Caruso Emotional Intelligence Test (MSCEIT). PubMed, 18(Suppl), 34–41.
Chan, D. W. (2008). Emotional intelligence, self‐efficacy, and coping among Chinese prospective and in‐service teachers in Hong Kong. Educational Psychology, 28(4), 397–408. https://doi.org/10.1080/01443410701668372
Chen, M. C., & Lin, H. J. (2009). Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test. Perceptual & Motor Skills, 109(2), 420–430. http://dx.doi.org/10.2466/PMS.109.2.420-430
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295–336). Lawrence Erlbaum Associates.
Cole, P. M., Michel, M. K., & Teti, L. O. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59(2/3), 73-91. https://doi.org/10.2307/1166139
Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1–43. https://doi.org/10.52547/LRR.13.5.2
Derakhshan, A., Fathi, J., Pawlak, M., & Kruk, M. (2022). Classroom social climate, growth language mindset, and student engagement: The mediating role of boredom in learning English as a foreign language. Journal of Multilingual and Multicultural Development, 43, 1–19. https://doi.org/10.1080/01434632.2022.2099407
Doménech, P., Tur-Porcar, A. M., & Mestre-Escrivá, V. (2024). Emotion regulation and self-efficacy: The mediating role of emotional stability and extraversion in adolescence. Behavioral Sciences, 14(3), 206-228. https://doi.org/10.3390/bs14030206
Fan, J., & Wang, Y. (2022). English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation. Frontiers in Psychology, 13, 952503. https://doi.org/10.3389/fpsyg.2022.952503
Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: an investigation of Iranian English language teachers. Teaching English Language, 13(2), 117–143.
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13–37. https://doi.org/10.30466/ijltr.2021.121043
Gao, Z., & Yang, Y. (2023). The predictive effect of trait emotional intelligence on emotion regulation strategies: The mediating role of negative emotion intensity. System, 112, 102958. https://doi.org/10.1016/j.system.2022.102958
Goleman, D. (1995). Emotional intelligence. Bantam Books.
Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System, 97(1), 102446. https://doi.org/10.1016/j.system.2020.102446
Gross, J. J. (1998). Antecedent- and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74, 224–237. https://doi.org/10.1037//0022-3514.74.1.224
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). SAGE Publications.
Hashemi, M. R., &Ghanizadeh, A. (2011). Emotional intelligence and self-efficacy: A case of Iranian EFL university students. International Journal of Linguistics, 3(1), 35-57. https://doi.org/10.5296/ijl.v3i1.877
Namaziandost, E., Heydarnejad, T., & Rezai, A. (2024). Teaching style preferences as a function of self-efficacy, emotion regulation, reflective teaching, and mindfulness in teaching: A voice from an EFL context. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 12(2), 1-29. https://doi.org/10.22049/jalda.2024.28775.1568
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). Basic Books.
Mikolajczak, M., Menil, C., & Luminet, O. (2007). Explaining the protective effect of trait emotional intelligence regarding occupational stress: Exploration of emotional labour processes. Journal of Research in Personality, 41(5), 1107–1117. https://doi.org/10.1016/j.jrp.2007.01.003
Mills, N. (2014). Self-efficacy in second language acquisition. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 6-22). Multilingual Matters.
Montgomery, A., & Mirenda, P. (2014). Teachers’ self-efficacy, sentiments, attitudes, and concerns about the inclusion of students with developmental disabilities. Exceptionality Education International, 24(1), 55-77. https://doi.org/10.5206/eei.v24i1.7708
Myruski, S., Denefrio, S., & Dennis-Tiwary, T. A. (2018). Stress and emotion regulation. Oxford Handbooks Online.
Nelson, D., & Low, G. (1999). Exploring and developing emotional intelligence skills. Kingsville, TX: EI Learning Systems.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543– 578. http://dx.doi.org/10.3102/00346543066004543
Pekrun, R., Marsh, H. W., Suessenbach, F., Frenzel, A. C., & Goetz, T. (2022). School grades and students’ emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction, 83: 101626. https://doi.org/10.1016/j.learninstruc.2022.101626
Peña-Sarrionandia, A., Mikolajczak, M., & Gross, J. J. (2015). Integrating emotion regulation and emotional intelligence traditions: A meta-analysis. Frontiers in Psychology, 6: 160. https://doi.org/10.3389/fpsyg.2015.00160
Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching. 6(1), 31–41.
Quintana-Orts, C., Mérida-López, S., Rey, L., Neto, F., & Extremera, N. (2020). Untangling the emotional intelligence-suicidal ideation connection: The role of cognitive emotion regulation strategies in adolescents. Journal of Clinical Medicine, 9(10), 3116. https://doi.org/10.3390/jcm9103116
Rafiola, R. H., Setyosari, P., Radjah, C. L., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (IJET), 15(8), 71-89. https://doi.org/10.3991/ijet.v15i08.12525
Rashid, A., Akhtar, M., & Riaz, M. N. (2021). Relationship between emotional intelligence, emotion regulation and emotional expressivity in employees. International Review of Management and Business Research, 10(1), 361–366. https://doi.org/10.30543/10-1(2021)-31
Rastegar, M., &Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700–707. https://doi.org/10.1016/j.system.2009.09.013
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Schunk, D. H. (1990). Goal-setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71–86. http://dx.doi.org/10.1207/s15326985ep2501_6
Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303). Plenum Press.
Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 51(2), 663–671. https://doi.org/10.2466/pr0.1982.51.2.663
Sirakaya, M., & Cakmak, E. (2018). Effects of augmented reality on student achievement and self-efficacy in vocational education and training. International Journal for Research in Vocational Education and Training (IJRVET), 5(1), 1–18. https://doi.org/10.13152/IJRVET.5.1.1
Śmieja-Nęcka, M., & Kobylińska, D. (2011). Emotional intelligence and emotion regulation strategies. Studia Psychologiczne, 49(5), 55–64. https://doi.org/10.2478/v10167-010-0040-x
Solhi, M., Derakhshan, A., & Ünsal, B. (2023). Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach. Journal of Multilingual and Multicultural Development, 51(2), 1–20. https://doi.org/10.1080/01434632.2023.2175834
Sun, G., & Lyu, B. (2022). Relationship between emotional intelligence and self-efficacy among college students: the mediating role of coping styles. Discover Psychology, 2(1), 78-86. https://doi.org/10.1007/s44202-022-00055-1
Teng, L. S., & Zhang, L. J. (2017). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13(2), 213–240. https://doi.org/10.1007/s11409-017-9171-4
Teng, L. S., & Zhang, L. J. (2021). Can self-regulation be transferred to second/foreign language learning and teaching?: Current status, controversies, and futures Directions. Applied Linguistics. https://doi.org/10.1093/applin/amab032
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2/3), 25–52. https://doi.org/10.2307/1166137
Van Rooy, D. L., &Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65(1), 71–95. https://doi.org/10.1016/S0001-8791(03)00076-9
Versland, T. M., & Erickson, J. L. (2017). Leading by example: A case study of the influence of principal self-efficacy on collective efficacy. Cogent Education, 4(1), 121-125, Article 1286765. https://doi.org/10.1080/2331186x.2017.1286765
Wang, C., Kim, D.-H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44(3), 24–33. http://dx.doi.org/10.1016/j.system.2014.01.015
Wang, M., & Saudino, K. J. (2011). Emotion regulation and stress. Journal of Adult Development, 18(2), 95–103. https://doi.org/10.1007/s10804-010-9114-7
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12(12), 57-59. https://doi.org/10.3389/fpsyg.2021.731721
Webb-Williams, J. (2017). Science self-efficacy in the primary classroom: Using mixed methods to investigate sources of self-efficacy. Research in Science Education, 48(5), 939–961. https://doi.org/10.1007/s11165-016-9592-0
Wong, C-S., & Law, K. S. (2002). Wong and Law Emotional Intelligence Scale. PsycTESTS Dataset. https://doi.org/10.1037/t07398-000 | ||
|
آمار تعداد مشاهده مقاله: 450 تعداد دریافت فایل اصل مقاله: 199 |
||