A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true?
Background: Self-regulation learning (SRLS) and emotional intelligence constructs among youth considering effectiveness and enhancement of optimization and quality of life. Materials and Methods: The research sample composed of 200 students who studied at Iranian universities in 2016-17 academic yea...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Shahid Beheshti University of Medical Sciences
2019-03-01
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| Series: | Novelty in Biomedicine |
| Subjects: | |
| Online Access: | http://journals.sbmu.ac.ir/nbm/article/view/20974 |
| _version_ | 1818148536213045248 |
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| author | Shahin Karimpour Arezou Sayad Mohammad Taheri Khadijeh Aerab Sheibani |
| author_facet | Shahin Karimpour Arezou Sayad Mohammad Taheri Khadijeh Aerab Sheibani |
| author_sort | Shahin Karimpour |
| collection | DOAJ |
| description | Background: Self-regulation learning (SRLS) and emotional intelligence constructs among youth considering effectiveness and enhancement of optimization and quality of life.
Materials and Methods: The research sample composed of 200 students who studied at Iranian universities in 2016-17 academic year. SRLS and Goleman's emotional intelligence questionnaire were utilized in this research. Collected data was analyzed using Pearson’s correlation coefficient and multivariate regression technique.
Results: Scores of goal setting and planning (p=0.009) and self-consequating (p=0.021) were higher among females, and those of support from teacher (p=0.014), notes review (p=0.001), and homework review (p=0.004) were higher among males. Furthermore, regarding emotional intelligence, scores of self-motivation (p=0.012) and social skills (p=0.008) were higher among males.
Conclusion: Goal-setting and planning for these strategies help people organize materials more easily, and understand that, self-consequating includes learner’s judgement about his/her own capabilities, and this self-trust contributes to better implementation of his/her cognitive skills in his/her studies. Regarding the support from teacher, notes review and homework review among males, which fall within the scope of resource management strategies, by organizing learning environment, seeking support from parents and teacher, and adjusting efforts help the learner either eliminate or attenuate distraction, and the fact that others can help us. Furthermore, both note taking and note reading contribute to better recovery of information from memory. This strategy includes administrating or regulating one’s own and others’ emotions, appropriate adoption of those in human relationships, controlling instantaneous desires, and confronting opposite or negative emotions. Being composed of self-motivation and social skills, this strategy has higher levels among males. |
| first_indexed | 2024-12-11T12:52:42Z |
| format | Article |
| id | doaj.art-82e278cfba1c4c9d9792a7cab6e9cde2 |
| institution | Directory Open Access Journal |
| issn | 2345-3346 2345-3907 |
| language | English |
| last_indexed | 2024-12-11T12:52:42Z |
| publishDate | 2019-03-01 |
| publisher | Shahid Beheshti University of Medical Sciences |
| record_format | Article |
| series | Novelty in Biomedicine |
| spelling | doaj.art-82e278cfba1c4c9d9792a7cab6e9cde22022-12-22T01:06:39ZengShahid Beheshti University of Medical SciencesNovelty in Biomedicine2345-33462345-39072019-03-0172384410.22037/nbm.v7i2.2097411871A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true?Shahin Karimpour0Arezou Sayad1Mohammad Taheri2Khadijeh Aerab Sheibani3Department of Psychology, Payame noor university, Tehran, IranDepartment of Medical Genetics, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, IranDepartment of Medical Genetics, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, IranDepartment of Psychology, Payame noor university, Tehran, IranBackground: Self-regulation learning (SRLS) and emotional intelligence constructs among youth considering effectiveness and enhancement of optimization and quality of life. Materials and Methods: The research sample composed of 200 students who studied at Iranian universities in 2016-17 academic year. SRLS and Goleman's emotional intelligence questionnaire were utilized in this research. Collected data was analyzed using Pearson’s correlation coefficient and multivariate regression technique. Results: Scores of goal setting and planning (p=0.009) and self-consequating (p=0.021) were higher among females, and those of support from teacher (p=0.014), notes review (p=0.001), and homework review (p=0.004) were higher among males. Furthermore, regarding emotional intelligence, scores of self-motivation (p=0.012) and social skills (p=0.008) were higher among males. Conclusion: Goal-setting and planning for these strategies help people organize materials more easily, and understand that, self-consequating includes learner’s judgement about his/her own capabilities, and this self-trust contributes to better implementation of his/her cognitive skills in his/her studies. Regarding the support from teacher, notes review and homework review among males, which fall within the scope of resource management strategies, by organizing learning environment, seeking support from parents and teacher, and adjusting efforts help the learner either eliminate or attenuate distraction, and the fact that others can help us. Furthermore, both note taking and note reading contribute to better recovery of information from memory. This strategy includes administrating or regulating one’s own and others’ emotions, appropriate adoption of those in human relationships, controlling instantaneous desires, and confronting opposite or negative emotions. Being composed of self-motivation and social skills, this strategy has higher levels among males.http://journals.sbmu.ac.ir/nbm/article/view/20974emotional intelligence, self-regulation learning, gender difference |
| spellingShingle | Shahin Karimpour Arezou Sayad Mohammad Taheri Khadijeh Aerab Sheibani A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true? Novelty in Biomedicine emotional intelligence, self-regulation learning, gender difference |
| title | A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true? |
| title_full | A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true? |
| title_fullStr | A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true? |
| title_full_unstemmed | A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true? |
| title_short | A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true? |
| title_sort | gender difference in emotional intelligence and self regulation learning strategies is it true |
| topic | emotional intelligence, self-regulation learning, gender difference |
| url | http://journals.sbmu.ac.ir/nbm/article/view/20974 |
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