İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENENLERDE ALGILANAN DUYGUSAL ZEKA, BEŞ BÜYÜK KİŞİLİK FAKTÖRÜ VE AKADEMİK BAŞARILARI ARASINDAKİ İLİŞKİ
Author :
Abstract
Bu araştırmanın amacı bir senelik yoğun bir İngilizce eğitimi ile İngilizceyi yabancı dil olarak öğrenen farklı alanlardan üniversite öğrencilerinin Algılanan Duygusal Zekâları, Beş Büyük Kişilik Özellikleri ve dört dil becerisindeki (okuma, yazma, dinleme ve konuşma) akademik başarıları arasındaki ilişkileri incelemektir. Bu araştırmanın katılımcılarını 2013-2014 yılında Yabancı Diller Okulu’nun hazırlık sınıfında okuyan 211 üniversite öğrencisi oluşturmaktadır. Araştırmada betimsel ve nicel bir yöntem kullanılmıştır. Algılanan Duygusal Zeka’yı ölçmek için kullanılan Duygusal Zeka Ölçeği, Schutte ve diğerleri (1998) tarafından geliştirilen Schutte Duygusal Zeka Ölçeği’nin Austin, Saklofske, Huang ve Mckenney (2004) tarafından yeniden düzenlenmiş ve Tok, Moralı ve Tatar (2005) tarafından Türkçe’ye uyarlanmış hâlidir. Ölçekte 41 madde yer almaktadır ve genel Algılanan Duygusal Zeka puanının yanısıra İyimserlik/Ruh Hali Düzenlemesi, Duygu Değerlendirmesi ve Duygu Kullanımı için alt ölçek puanları sunmaktadır. Tatar (2005) tarafından geliştirilen Kısa Beş Faktör Kişilik Envanteri, Nevrotiklik, Dışadönüklük, Deneyime Açıklık, Uygunluk ve Sorumluluk Duygusu ile Hareket Etme özelliklerinden oluşan Beş Büyük Kişilik Faktörünü ölçen beşli likert yapıda 85 maddeden oluşan kişilik envanteridir. Elde edilen betimsel istatistiksel verilerin analizinde SPSS 20.0 istatistik analiz yazılımı üzerinde Pearson korelasyon ve ANOVA analizleri yapılmıştır. Çalışmanın bulguları dil öğrencilerinin Beş Büyük Kişilik Özelliği ve Algılanan Duygusal Zekaları arasında anlamlı ölçüde negatif ilişki olduğunu göstermektedir. Bunun yanında cinsiyet ve alan değişkenlerinin dil öğrencilerinin başarısında önemsiz olduğu bulunmuştur.
Keywords
Abstract
This study aims to research the associations among Trait Emotional Intelligence (TEI), Big Five Personality Traits (BFPT) and the academic success of the students in four language skills namely reading, writing, listening and speaking in English and overall academic success in EFL college students from different majors and having one-year intensive English education. The participants of the study are randomly selected 211 university students attending the School of Foreign Languages in 2013- 2014 academic year In this study, a descriptive and quantitative method was applied. The instruments are 1. Schutte Emotional Intelligence Scale (1998) revised by Austin, Saklofske, Huang, and McKenney (2004). Tok, Moralı, and Tatar (2005) adapted the scale for Turkish populations. 2. The Short Form Five Factor Personality Inventory developed by Tatar (2005). For the data analysis the Pearson correlation coefficient and ANOVA analyses were applied. The findings of the study show that there is a significant negative relationship between BFPT and TEI of the language learners. Also, BFPT and TEI have certain levels of correlation with academic success in language skills and in their grade point averages (GPA). However, the variable of major is insignificant in the success of language learners.
Keywords
- Austin, E. J., Saklofske, D. H., & Egan, V. (2005). Personality, well-being and health correlates of trait emotional intelligence. Personality and Individual differences, 38(3), 547-558.
- Avsec, A. & Kavcic, T. (2011).Importance of the Alternative Five and Trait Emotional Intelligence for Agentic and Communal Domains of Satisfaction. Psihologijske teme, 20(3), 461-475.
- Austin, E. J., Saklofske, D.H., Huang, S. H. S., & McKenney, D. (2004). Measurement of trait emotional intelligence: Testing and cross-validating a modified version of Schutte et al.’s (1998) measure. Personality and Individual Differences, 36, 555
- Barchard, K. A. (2003). Does emotional intelligence assist in the prediction of the academic success? Educational and Psychological Measurement, 63(5), 840-858.
- Cherniss, C., Extein, M., Goleman, D. & Weissberg, R. P. (2006). Emotional intelligence: What does the research really indicate? Educational Psychologist, 41, 239-245.
- Chamorro-Premuzic, T. (2007). Personality and individual differences. Oxford: Blackwell.
- Costa, P. T., Jr., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13, 653-665.
- Downey, L. A., Mountstephen, J., Lloyd, J., Hansen, K. & Stough, C. (2008).Emotional intelligence and scholastic achievement in Australian adolescents. Australian Journal of Psychology, 60(1), 10-17.
- Dunn, R., Dunn, K. & Price, G. E. (1984). Learning style inventory. Lawrence, KS, USA: Price Systems.
- Echchakoui, S. (2013). Personality Traits and Performance: The Mediating Role of Adaptive Behavior in Call Centers. American Journal of Industrial and Business Management, 3, 17-27.
- Eysenck, H. J. (1952). The scientific study of personality. London: Routledge and Kegan Paul.
- Eysenck, H. J. (1967). The biological basis of personality. Springfield, IL: Thomas Publishing.
- Furnham, A., Jackson, C. J. & Miller, T. (1999).Personality, learning style and work performance. Personality and Individual Differences, 27(6), 1113-1122.
- Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
- Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
- Kolb, D. (1985). Learning Style Inventory: Self Scoring Inventory and Interpretation Booklet. Boston, MA: McBer & Company.
- Lakhal, S., Sevigny, S. & Eric, F. (2013) Personality and student performance on evaluation methods used in business administration courses, Educational Assessment, Evaluation and Accountability, 27(2), 171-199.
- Mayer, J.D., Salovey, P. & Caruso, D.R. (2008). Emotional Intelligence: New Ability or Eclectic Traits?, American Psychologist, 63(6), 503-517.
- McCrae, R. R. & John, O. P. (1992). An introduction to the five-factor model and its applications. Journal of personality, 60(2), 175, 215.
- Mitrofan, N., Cioricaru,M-F. (2014) Emotional Intelligence and School Performance correlational Study, Procedia Social and Behavioral, 127, 769-775.
- Naderi, H., Abdullah, R., Aizan, H. T. & Sharir, J. (2010). Intelligence and Academic Achievement: An Investigation of Gender Differences. Life Science Journal, 7(1), 83
- O’Malley, J. & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge University Press.
- O'Neill, H. F. Jr. (Ed.). (1978). Learning strategies. NY: Academic Press.
- Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. NY: Newbury House Publisher.
- Oz, H. (2014). Big five personality traits and willingness to communicate among foreign language learners in Turkey.Social Behavior and Personality. 42(9), 1473-1482.
- Oz, H., Demirezen, M.& Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context.Learning and Individual Differences. Available online at http://dx.doi.org/10.1016/j.lindif.2014.12.009.
- Parker, J.D.A., Summerfeldt, L.J., Hogan, M.J. & Majeski, S.A. (2004). Emotional intelligence and academia success: examining the transition from high school to university. Personality and Individual Differences, 36(1), 163-172.
- Petrides, K.V. (2010) Trait Emotional Intelligence Theory, Industrial and Organizational Psychology, 3, 136-139.
- Petrides, K.V., Frederickson, N. & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behaviour at school. Personality and Individual Differences, 36, 277-293.
- Rothmann, S. & Coetzer, E. P. (2003).The big five personality dimensions and job performance.SA Journal of Industrial Psychology, 29(1), 68-74.
- Sarıcaoğlu A., & Arıkan, A. (2009). A study of multiple intelligence, foreign languages success and some selected variebles. Eğitimde Kuram ve Uygulama, 5(2), 110-122.
- Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167-177.
- Siegling, A. B., Furnham, A. & Petrides, K. V. (2014). Trait Emotional Intelligence and Personality Gender-Invariant Linkages Across Different Measures of the Big Five. Journal of Psychoeducational Assessment. 33(1), 57-67.
- Tatar, A. (2005). Çok Boyutlu Kişilik Envanteri’nin Madde-Cevap Kuramına Göre Kısa Formunun Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi. Doktora Tezi, Ege Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir. [Development of the short form multidimensionalpersonality inventory and examination of its psychometic properties according to item responsetheory.Unpublished doctoral dissertation, Ege University, Institute of Social Sciences.]
- Tok, S. and Moralı, S.L., 2009. Trait Emotional Intelligence, the Big Five Personality Dimensions and Academic Success in Physical Education Teacher Candidates. Social Behavior and Personality. 37(7), 921-932.
- Tok, S., Moralı, S. L. & Tatar, A. (2005).Adaptation of the Schutte Emotional Intelligence Scale into Turkish and examination of its psychometric properties. International Emotional Intelligence and Communication Symposium, May 7-9, 2007.
- Vedel, A. (2014). The Big Five and tertiary academic performance: A systematic review and meta-analysis. Personality and Individual Differences. 71, 66-76.
- Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self- regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 9(2), 45-155. Retrieved from http://www.sciencedirect.com
- Zuckerman, M. (1991).Psychobiology of Personality, CUP: NY.
