Can Emotional Intelligence Be a Clue Improving Elementary Students' Self-Regulated Learning Strategies and Science Performance?

• In Event: Moscone Center North Roundtable Session 12
  In Roundtable Session: Supporting Students' Engagement, Mental Health, and Social-Emotional Skills

Abstract

The current study focuses on an explanation of the relationship between self-regulated learning (SRL) and academic success through a moderation variable of the learners’ emotional intelligence (EI). The study investigated the EI (i.e., appraisal of emotion, expression of emotion, empathy, regulation of emotion and utilizing emotion), SRL (i.e., metacognitive, motivational and behavioral construct learning strategy), and science performance of 79 Grade 6 students in South Korea and analyzed the data with correlation and the pick a point approach using SPSS25v. The findings show how the moderation effect of EI can work between SRL and students’ science performance provide a better understanding of why those variables are important in education and how these variables can help students be better-prepared learners.

Author

• Cheyeon Ha, Florida State University