이러닝 환경에서 정서지능이 학업성취도에 미치는 영향 = Effects of Emotional Intelligence on Academic Achievement in e-Learning Environment

다국어 초록 (Multilingual Abstract)

Emotional intelligence and emotional regulation as one of the sub concepts of emotional intelligence have been considered critical in daily life, learning, and education, since Bar-on (1997), Goleman (1995), and Mayer & Salovey (2000) have introduced their conceptual definitions and measurement scales and tools. And e-Learning as ``maximizing access to and interactions with various knowledge sources`` nowadays has become a norm in educational practices worldwide. Considering emotional intelligence has been dealt with as a critical variable deciding individual learning and behavior, however, there is still little discussion found on the roles of emotional intelligence in e-learning setting. The present study mainly aims to examine if emotional intelligence would be a significant variable in predicting cognitive and attitudinal learning achievement in e-learning context where learners are expected to develop better multi-cultural understanding in Korea. Various positions in defining and measuring emotional intelligence are available. Among them, ability- and trait-emotional intelligence are most commonly accepted differentiations (Petrides & Furnham, 2000, 2001; Mayer, Salovey & Caruso, 2008). The present study was conducted based on ability-emotional intelligence paradigm with a sample of 30 undergraduate students who took an Introductory Educational Methodology and Technology course. Their academic backgrounds were varied. An intensive one week e-learning module, ``Introduction to Multicultural Understudying`` has been delivered for individual learning first followed by group discussions. The individual learning materials include facts, laws and regulations, and case stories/news-clips/videos. The discussion activities were provided after each individual learning chapter cover issues related to discrimination toward immigrant workers and solutions. The level of emotional intelligence was measured with Moon`s 45-item questionnaire including ``perceiving emotions``, ``expressing emotions``, ``empathy``, ``managing emotions``, and ``using emotions``. Attitude toward immigrant workers was collected with an 11-item questionnaire before and after learning. Knowledge about immigrant workers was assessed with test items including laws and regulations, root causes of discrimination, and alternative solutions to resolve discrimination problems. The questionnaires were tested before and after learning. Results of multiple regression analyses revealed that ``ability`` emotional intelligence (R²=.183, p<.05), especially ``empathy`` (R²=.131, p<.05) and ``perceiving emotion`` (R²=.289, p<.00), predict improvement of positive attitude toward different cultures among the undergraduate students. However ``ability`` emotional intelligence did not generally predict improvement of cognitive understanding of different cultures among the undergraduate students except ``empathy`` (R²=0.211, p<.05). The findings of the present study confirm Kang and Koo`s finding suggesting that emotional intelligence is not generally predicting cognitive learning achievement among undergraduate students within individual online learning. However, ``empathy`` could act as a predictor of cognitive learning achievement. Concerning attitude learning, the present result show that emotional intelligence predict its learning achievement, as most of the longitudinal research done in the international community. Another point of concern is that ``empathy`` is probably the best predictor of academic achievement. The present study results implicate that there is a need to support or educate people to develop emotional intelligence competencies in daily life or through learning opportunities in order to achieve more positive effects in academic performances.

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