Trait emotional intelligence and achievement goals in EFL.

Autor/in	Kourakou, Georgia P.
Titel	Trait emotional intelligence and achievement goals in EFL.
Quelle	In: Journal of contemporary education, theory & research, 2 (2018) 1, S. 27-37 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2654-0274
DOI	10.5281/zenodo.3598471
URN	urn:nbn:de:0111-pedocs-188516 urn:nbn:de:0168-ssoar-66674-6
Schlagwörter	Empirische Untersuchung; Emotionale Intelligenz; Schuljahr 07; Schuljahr 08; Schuljahr 09; Schuljahr 10; Sekundarbereich; Lernziel; Lernzielorientierung; Fremdsprachenunterricht; Englisch als Zweitsprache; Griechenland
Abstract	This study was designed to investigate the relation of Trait Emotional Intelligence with student achievement goals in the context of English as a Foreign Language. Given the challenging nature of EFL, the importance attached to teachers' emotions as the basis of a psychologically secure and motivating learning environment and students' achievement goals as a key concept for positive academic results, the present research sought to fill in a gap in the literature, shed light on the nature of the constructs as well as their potential association and broaden the knowledge base of this field of research thus facilitating Foreign Language teaching and learning. Twenty-seven in-service EFL teachers working in secondary education and their 531 students from various schools in the prefecture of Trikala participated in the present research. The results showed that teachers' Trait Emotional Intelligence failed to predict which type of goals students would pursue. It was also revealed that students' Trait Emotional Intelligence positively correlated with mastery-approach, mastery-avoidance and performance-approach goals whereas it negatively correlated with performance-avoidance goals. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3