edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2020-4-89-109edscience-1630Research ArticleПСИХОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯPSYCHOLOGICAL RESEARCHВзаимосвязь эмоционального интеллекта студентов и уровня их готовности к онлайн-образованию: контекстуальное исследование на примере университетского обучения в Саудовской АравииThe relationship of students’ emotional intelligence and the level of their readiness for online education: A contextual study on the example of university training in Saudi ArabiaАленезиА. М.AleneziA. M.

Ахмед Маджун Аленези – доцент кафедры педагогических технологий педагогического колледжа

Арар

Ahmed M. Alenezi – Associate Professor, Department of Instructional Technology, College of Education

Arar

ahmed.alenezi@nbu.edu.saСеверный пограничный университетNorthern Border University20201505202022489109Copyright © Аленези А.М., 20202020Аленези А.М.Alenezi A.M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/1630Введение

Введение. Хорошо известно, что эффективность обучения студентов в режиме онлайн во многом зависит от их навыков и умений взаимодействовать с цифровой образовательной средой. Вместе с тем в научных публикациях последнего времени заметно смещение акцента с традиционной точки зрения о приоритетности формирования компетентности обучающихся в использовании учебных информационно-коммуникационных технологий на другие аспекты онлайн-образования, в том числе психометрические.

Целью изложенного в статье исследования было изучение влияния эмоционального интеллекта студентов на их готовность успешно осваивать университетские программы в онлайн-формате.

Методы и методики

Методы и методики. Основным инструментарием предпринятого изыскания служил анкетный опрос, в ходе которого для измерения выделенных характеристик обучающихся использовались «Шкала эмоционального интеллекта» (EIS) и «Шкала готовности к онлайн-обучению» (OLRS). Обработка полученных эмпирических данных производилась с привлечением метода однофакторного дисперсионного анализа ANOVA (analysis of variance) и t-теста равных дисперсий.

Результаты и научная новизна. Всего в анкетировании приняли участие 340 саудовских студентов Северного пограничного университета (Арар), обучающихся на четырех факультетах: фармацевтическом, информационных технологий (ИТ), фундаментальных наук и гуманитарных наук. Выборка испытуемых была случайной, полностью ответили на вопросы только 208 респондентов. В качестве одной из ключевых переменных рассматривался пол учащихся. Выяснилось, что уровень эмоционального интеллекта у студенток выше, чем у их сокурсников мужского пола, этим в конечном счете была обусловлена лучшая готовность девушек к онлайн-обучению. Анализ данных опроса показал дисперсию между измеряемыми характеристиками респондентов в зависимости от профиля специализации. Большие способности к онлайн-обучению, более выраженные умения и навыки самоконтроля и компьютерной самоэффективности продемонстрировали представители факультетов «ИТ» и «Фармацевтика», в сравнении со студентами двух других факультетов. Зафиксированный у испытуемых уровень самоэффективности онлайн-общения был не столь значимым. Однако у респондентов всех четырех факультетов выявлена устойчивая повышенная мотивация к самостоятельной учебной онлайн-деятельности. Достоверно установлено, что высокий уровень эмоционального интеллекта коррелирует с готовностью к подобной форме работы.Обнаружилось, что учащиеся далеко не всегда могут самостоятельно четко обозначить свои образовательные потребности и разобраться, не прибегая к сторонней помощи, в новом арсенале средств обучения, их адекватном применении и качестве. Кроме того, весьма важен эмоциональный настрой на учебу в режиме онлайн. Поэтому, для того чтобы сделать электронное обучение действенным и результативным, целесообразна предварительная диагностика с учетом психометрических параметров обучающихся, выявлением их ожиданий от онлайн-курсов и оценкой степени их готовности к такому обучению. Для обеспечения его успешности необходимы педагогическое сопровождение процесса становления и развития эмоционального интеллекта и формирование у студентов навыков регулирования своих чувств, которое, по мнению автора публикации, должно стать неотъемлемой частью учебной программы. Намечены критические точки данной деятельности преподавательского состава, которые могут варьироваться в зависимости от требующегося масштаба педагогического вмешательства и специфики направления подготовки.

Практическая значимость

Практическая значимость. Результаты исследования будут полезны педагогам и администраторам образовательных учреждений, занимающимся разработкой и продвижением технологий дистанционного и смешанного обучения.

Introduction

Introduction. It is well known that the effectiveness of students’ online education depends largely on their skills to interact with the digital educational environment. At the same time, there has been a marked shift in scientific publications from the traditional point of view about the priority of competency formation in students to use educational information and communication technologies on the other aspects of online education, including psychometric.

The aim of this research was to investigate the influence of students’ emotional intelligence on their preparedness for online learning programmes.

Methodology and research methods. A questionnaire survey was employed as the main tool. In the course of the questionnaire survey, Emotional Intelligence Scale (EIS) and Online Learning Readiness Scale (OLRS) were used to measure the selected characteristics of students. The method of single-factor dispersion analysis ANOVA (analysis of variance) and t-test of equal dispersions were applied to process the obtained empirical data.

Results and scientific novelty. 340 Saudi students, admitted into the Faculties of Pharmacy, IT, Sciences and Arts in Northern Border University (Arar), took part in the questionnaire. The sample of respondents was random; only 208 respondents fully completed the survey. The gender of students was considered as a key variable. It was revealed that the level of emotional intelligence in female students is higher than in their male fellow students, which ultimately caused the best readiness of girls for online training. The analysis of the survey data showed the variance between the measured respondents’ characteristics depending on the area of specialisation. If compared with the Sciences and Arts students, the representatives of the Faculties IT and Pharmacy demonstrated higher level skills to undertake online training, more expressed skills of self-control and computer selfefficacy. The level of online communication self-efficacy, recorded among the respondents, was not so significant. However, the respondents of all four faculties demonstrated a high level of motivation for independent online learning activities. It was reliably established that a high level of emotional intelligence correlates with readiness for such forms of work.It was found out that students are not always able to clearly identify their educational needs on their own and to understand them without someone’s assistance, new arsenal of educational tools, their adequate application and quality. In addition, the emotional attitude to online learning is very significant. Therefore, in order to make e-learning effective, it is appropriate to conduct pre-diagnostics, taking into account students’ psychometric parameters, to identify students’ expectations about the online courses and to assess own readiness for such training. According to the author of the current publication, pedagogical support of the process of formation and development of emotional intelligence and formation of students’ skills to regulate their feelings should become an integral part of the curriculum to ensure the success of the learning process. The author identified the critical points of teaching staff activity, which may vary depending on the required scale of the pedagogical intervention and the specific direction of training.

Practical significance

Practical significance. The research results can be useful for teachers and administrators of educational institutions engaged in the development and promotion of distance and blended learning.

эмоциональный интеллектготовность к онлайн-обучениюэлектронное обучениеСаудовская Аравияобразованиеemotional intelligenceonline learning readinesse-learningSaudi ArabiaeducationИсследование выполнено благодаря гранту, полученному от Института научных исследований Северного пограничного университета (Арар, Саудовская Аравия), в рамках реализации проекта «Оценка эмоционального интеллекта студентов и его взаимосвязь с их готовностью к образовательным технологиям: контекстное исследование Саудовской Аравии» (проект № EAR-2018–3-9-F-7942).The present research was performed thanks to the grant from the Institute of Scientific Research of the Northern Border University (Arar, Saudi Arabia), within the framework of the project “Assessment of Students’ Emotional Intelligence and its Relationship with their Preparedness for Educational Technologies: A Contextual Study of Saudi Arabia” (project No. EAR-2018–39-F-7942).ReferencesMiceli M., Castelfranchi C. Expectancy and emotion. Oxford: OUP; 2014.Miceli M., Castelfranchi C. Expectancy and emotion. Oxford: OUP; 2014.D’Errico F., Paciello M. Cerniglia L. When emotions enhance students’ engagement in e-learning processes. Journal of e-Learning and Knowledge Society [Internet]. 2016 [cited 2020 Jan 08]; 12 (4): 9–23. Available from: https://www.learntechlib.org/p/173676/D’Errico F., Paciello M. Cerniglia L. When emotions enhance students’ engagement in e-learning processes. Journal of e-Learning and Knowledge Society [Internet]. 2016 [cited 2020 Jan 08]; 12 (4): 9–23. Available from: https://www.learntechlib.org/p/173676/D’Amico A. The use of technology in the perception of children’s emotional intelligence: The multimedia program “Developing Emotional Intelligence”. International Journal of Emotional Research. 2018; 10 (1): 47–67.D’Amico A. The use of technology in the perception of children’s emotional intelligence: The multimedia program “Developing Emotional Intelligence”. International Journal of Emotional Research. 2018; 10 (1): 47–67.Feidakis M., Daradoumis T., Caballé S., Conesa J. Embedding emotion awareness into e-learning environments. International Journal of Emerging Technologies in Learning (iJET). 2014; 9 (7): 39.Feidakis M., Daradoumis T., Caballé S., Conesa J. Embedding emotion awareness into e-learning environments. International Journal of Emerging Technologies in Learning (iJET). 2014; 9 (7): 39.Artino A. Emotions in online learning environments: Introduction to the special issue. The Internet and Higher Education. 2012; 15 (3): 137–140.Artino A. Emotions in online learning environments: Introduction to the special issue. The Internet and Higher Education. 2012; 15 (3): 137–140.Castelfranchi C. Affective appraisal versus cognitive evaluation. Affective interactions: Towards a new generation of computer interfaces. Ed. by Paiva A. Heidelberg: Springer; 2001. p. 76–106.Castelfranchi C. Affective appraisal versus cognitive evaluation. Affective interactions: Towards a new generation of computer interfaces. Ed. by Paiva A. Heidelberg: Springer; 2001. p. 76–106.Merrell K. W., Gueldner B. A. Social and emotional learning in the classroom: Promoting mental health and academic success. New York: Guilford Press; 2010.Merrell K. W., Gueldner B. A. Social and emotional learning in the classroom: Promoting mental health and academic success. New York: Guilford Press; 2010.Guarnera M., D’Amico A. Training of attention in children with low arithmetical achievement. Europe’s Journal of Psychology. 2014; 10 (2): 277–90.Guarnera M., D’Amico A. Training of attention in children with low arithmetical achievement. Europe’s Journal of Psychology. 2014; 10 (2): 277–90.Barbadet J. Emotion, social theory and social structure. Cambridge: Cambridge University Press; 2019.Barbadet J. Emotion, social theory and social structure. Cambridge: Cambridge University Press; 2019.Durlak J., Weissberg R., Dymnicki A., Taylor R., Schellinger K. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 2011; 82 (1): 405–432.Durlak J., Weissberg R., Dymnicki A., Taylor R., Schellinger K. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 2011; 82 (1): 405–432.Jones S., Brush K., Bailey R., Brion-Meisels G., McIntyre J., Kahn J., et al. Navigating SEL from the inside out. Looking inside and across 25 leading SEL programs: A practical resource for schools and host providers. Cambridge MA: Harvard Graduate School of Education; 2017.Jones S., Brush K., Bailey R., Brion-Meisels G., McIntyre J., Kahn J., et al. Navigating SEL from the inside out. Looking inside and across 25 leading SEL programs: A practical resource for schools and host providers. Cambridge MA: Harvard Graduate School of Education; 2017.New vision scale for children – fostering social and emotional learning through technology [Internet]. 2016 [cited 9 Jan 2020]. Available from: http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdfNew vision scale for children – fostering social and emotional learning through technology [Internet]. 2016 [cited 9 Jan 2020]. Available from: http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdfD’Amico A., Guastella D. Robotics construction kits: From “objects to think with” to “objects to think and to emote with”. Future Internet. 2018; 10 (2): 21.D’Amico A., Guastella D. Robotics construction kits: From “objects to think with” to “objects to think and to emote with”. Future Internet. 2018; 10 (2): 21.Jordan K. Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distributed Learning. 2014; 15 (1): 133–160.Jordan K. Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distributed Learning. 2014; 15 (1): 133–160.Ferro T. The influence of affective processing in education and training. New Directions for Adult and Continuing Education. 1993; (59): 25–33.Ferro T. The influence of affective processing in education and training. New Directions for Adult and Continuing Education. 1993; (59): 25–33.Smith P. J. Learning preferences and readiness for online learning. Educational Psychology. 2005; 25 (1): 3–12.Smith P. J. Learning preferences and readiness for online learning. Educational Psychology. 2005; 25 (1): 3–12.Smith P. J., Murphy K. L., Mahoney S. E. Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education. 2003; 24 (1): 57–67.Smith P. J., Murphy K. L., Mahoney S. E. Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education. 2003; 24 (1): 57–67.Lynch MMV. How to be a successful distance learning student: Learning on the internet. New York: Pearson Custom Publishing; 2001.Lynch MMV. How to be a successful distance learning student: Learning on the internet. New York: Pearson Custom Publishing; 2001.Hung M.-L., Chou C., Chen C.-H., Own Z.-Y. Learner readiness for online learning: Scale development and student perceptions. Computers & Education. 2010; 55 (3): 1080–90.Hung M.-L., Chou C., Chen C.-H., Own Z.-Y. Learner readiness for online learning: Scale development and student perceptions. Computers & Education. 2010; 55 (3): 1080–90.Valtonen T., Kukkonen J., Dillon P., Väisänen P. Finnish high school students’ readiness to adopt online learning: Questioning the assumptions. Computers & Education. 2009; 53 (3): 742–748.Valtonen T., Kukkonen J., Dillon P., Väisänen P. Finnish high school students’ readiness to adopt online learning: Questioning the assumptions. Computers & Education. 2009; 53 (3): 742–748.Cleveland-Innes M., Campbell P. Emotional presence, learning, and the online learning environment. International Review of Research in Open and Distributed Learning. 2012; 13 (4): 269.Cleveland-Innes M., Campbell P. Emotional presence, learning, and the online learning environment. International Review of Research in Open and Distributed Learning. 2012; 13 (4): 269.Scherer K. R. Psychological models of emotion. Ed. by J. C. Borod. The Neuropsychology of Emotion. New York: Oxford University Press; 2014. p. 137–162.Scherer K. R. Psychological models of emotion. Ed. by J. C. Borod. The Neuropsychology of Emotion. New York: Oxford University Press; 2014. p. 137–162.D’Errico F., Poggi I. Social emotions. A challenge for sentiment analysis and user models. Emotions and personality in personalized services. Ed. by Tkalcic M., De Carolis B., de Gemmis M., Odic A., Košir A. Springer; 2016. p. 13–34.D’Errico F., Poggi I. Social emotions. A challenge for sentiment analysis and user models. Emotions and personality in personalized services. Ed. by Tkalcic M., De Carolis B., de Gemmis M., Odic A., Košir A. Springer; 2016. p. 13–34.Pekrun R., Goetz T., Frenzel A. C., Barchfeld P., Perry R. P. Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology. 2011; 36 (1): 36–48.Pekrun R., Goetz T., Frenzel A. C., Barchfeld P., Perry R. P. Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology. 2011; 36 (1): 36–48.Dirkx J. The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. New Directions for Adult and Continuing Education. 2001; 2001 (89): 63.Dirkx J. The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. New Directions for Adult and Continuing Education. 2001; 2001 (89): 63.Frijda N., Manstead A., Bem S. The influence of emotion on beliefs. In: Emotions and Beliefs: How feelings influence thoughts. Cambridge: Cambridge University Press; 2000.Frijda N., Manstead A., Bem S. The influence of emotion on beliefs. In: Emotions and Beliefs: How feelings influence thoughts. Cambridge: Cambridge University Press; 2000.Martin B., Briggs L. The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs: Educational Technology Publication; 1986.Martin B., Briggs L. The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs: Educational Technology Publication; 1986.Neophytou L. Emotional intelligence and educational reform. Educational Review. 2013; 65 (2): 140–54.Neophytou L. Emotional intelligence and educational reform. Educational Review. 2013; 65 (2): 140–54.Mayer J. D, Salovey P., Caruso D. R. Emotional intelligence: New ability or eclectic traits? American Psychologist. 2008; 63 (6): 503–17.Mayer J. D, Salovey P., Caruso D. R. Emotional intelligence: New ability or eclectic traits? American Psychologist. 2008; 63 (6): 503–17.Liu R.-D., Zhen R., Ding Y., Liu Y., Wang J., Jiang R., et al. Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology. 2017; 38 (1): 3–16.Liu R.-D., Zhen R., Ding Y., Liu Y., Wang J., Jiang R., et al. Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology. 2017; 38 (1): 3–16.Richardson M., Abraham C., Bond R. Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin. 2012; 138 (2): 353–87.Richardson M., Abraham C., Bond R. Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin. 2012; 138 (2): 353–87.Martinez M. Key Designs consideration for personalized learning from experience. Ed. by Boud D., Cohen R., Walker D. Using experience for learning, Buckingham: SRHE & Open University Press; 2001. p. 1–8.Martinez M. Key Designs consideration for personalized learning from experience. Ed. by Boud D., Cohen R., Walker D. Using experience for learning, Buckingham: SRHE & Open University Press; 2001. p. 1–8.Wong C.-S., Law K. S. The effects of leader and follower emotional intelligence on performance and attitude. The Leadership Quarterly. 2002; 13 (3): 243–74.Wong C.-S., Law K. S. The effects of leader and follower emotional intelligence on performance and attitude. The Leadership Quarterly. 2002; 13 (3): 243–74.Çiftci S., Güneş E., Üstündağ M. Attitudes of distance education students towards web based learning – a case study. Procedia – Social and Behavioural Sciences. 2010; 2 (2): 2393–2396.Çiftci S., Güneş E., Üstündağ M. Attitudes of distance education students towards web based learning – a case study. Procedia – Social and Behavioural Sciences. 2010; 2 (2): 2393–2396.Bao X., Xue S., Kong F. Dispositional mindfulness and perceived stress: The role of emotional intelligence. Personality and Individual Differences. 2015; 78: 48–52.Bao X., Xue S., Kong F. Dispositional mindfulness and perceived stress: The role of emotional intelligence. Personality and Individual Differences. 2015; 78: 48–52.Buzdar M., Ali A., Tariq R. Emotional intelligence as a determinant of readiness for online learning. The International Review of Research in Open and Distributed Learning. 2016; 17 (1): 148–158.Buzdar M., Ali A., Tariq R. Emotional intelligence as a determinant of readiness for online learning. The International Review of Research in Open and Distributed Learning. 2016; 17 (1): 148–158.Communication and Information Technology Commission (CITC). Internet Usage in the Kingdom of Saudi Arabia (Report on Education Sector) [Internet]. 2017 [cited 2020 Jan 08]. Available form: https://www.citc.gov.sa/en/mediacenter/annualreport/Documents/PR_REP_013Eng.pdfCommunication and Information Technology Commission (CITC). Internet Usage in the Kingdom of Saudi Arabia (Report on Education Sector) [Internet]. 2017 [cited 2020 Jan 08]. Available form: https://www.citc.gov.sa/en/mediacenter/annualreport/Documents/PR_REP_013Eng.pdfBerenson R., Boyles G., Weaver A. Emotional intelligence as a predictor of success in online learning. The International Review of Research in Open and Distributed Learning. 2008; 9 (2): 1–17.Berenson R., Boyles G., Weaver A. Emotional intelligence as a predictor of success in online learning. The International Review of Research in Open and Distributed Learning. 2008; 9 (2): 1–17.Aliakbari M., Abol-Nejadian R. Trait emotional intelligence and learning styles: The case of Iranian English for academic purposes learners. Educational Psychology. 2013; 35 (7): 779–793.Aliakbari M., Abol-Nejadian R. Trait emotional intelligence and learning styles: The case of Iranian English for academic purposes learners. Educational Psychology. 2013; 35 (7): 779–793.Chung S., McBride A. Social and emotional learning in middle school curricula: A service learning model based on positive youth development. Children and Youth Services Review. 2015; 53: 192–200.Chung S., McBride A. Social and emotional learning in middle school curricula: A service learning model based on positive youth development. Children and Youth Services Review. 2015; 53: 192–200.Abdolrezapour P., Tavakoli M. The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Innovation in Language Learning and Teaching. 2012; 6 (1): 1–13.Abdolrezapour P., Tavakoli M. The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Innovation in Language Learning and Teaching. 2012; 6 (1): 1–13.Bar-On R., Maree K., Elias M. Educating people to be emotionally intelligent. Westport, Conn.: Praeger Publishers; 2007.Bar-On R., Maree K., Elias M. Educating people to be emotionally intelligent. Westport, Conn.: Praeger Publishers; 2007.Wong C.-S., Law K. S. The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly. 13 (3): 243–274.Wong C.-S., Law K. S. The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly. 13 (3): 243–274.

The authors declare that there are no conflicts of interest present.