نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده علوم انسانی و اجتماعی، دانشگاه گلستان، گرگان، ایران E-
2 کارشناس ارشد آموزش زبان انگلیسی، واحد علوم و تحقیقات گلستان، دانشگاه آزاد اسلامی، گرگان، ایران
3 دانشجوی دکتری آموزش زبان انگلیسی، دانشکده پردیس، دانشگاه ارومیه، ارومیه، ایران
4 استادیار مدیریت بازرگانی، گروه مدیریت، دانشکده علوم انسانی و اجتماعی، دانشگاه گلستان، گلستان، ایران
10.22049/jalda.2026.30570.1795
چکیده
این پژوهش به بررسی تعامل بین هوش هیجانی (EI)، خودکارآمدی (SE) و تنظیم هیجان (ER) در میان ۲۵۶ زبانآموز ایرانی سطح متوسط انگلیسی با سن ۱۰ تا ۱۵ سال میپردازد تا مشخص کند آیا خودکارآمدی و هوش هیجانی میتوانند تنظیم هیجان را پیشبینی کنند. برای تحلیل دادهها از مدلسازی معادلات ساختاری (SEM) استفاده شد. نتایج نشان داد که رابطه مثبت معناداری بین هوش هیجانی و تنظیم هیجان وجود دارد، که بیانگر آن است زبانآموزان با هوش هیجانی بالاتر بهتر قادر به تنظیم هیجانات خود هستند. با این حال، رابطه معناداری بین خودکارآمدی و تنظیم هیجان یافت نشد، که نشان میدهد خودکارآمدی ممکن است بهطور مستقیم بر تنظیم هیجان در این زمینه تأثیرگذار نباشد. علاوه بر این، همبستگی منفی متوسطی بین خودکارآمدی و هوش هیجانی مشاهده شد که حاکی از شکاف احتمالی بین اعتمادبهنفس زبانآموزان در تواناییهایشان و آگاهی هیجانی آنهاست. این یافتهها بر اهمیت پرورش هوش هیجانی در یادگیری زبان تأکید میکنند، زیرا این عامل نقش حیاتی در مدیریت چالشهای هیجانی یادگیری یک زبان جدید دارد.
کلیدواژهها
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