An analysis of grade-based emotional intelligence among Iranian senior high school EFL learners
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Abstract
Emotional intelligence has gained increasing attention in educational research due to its influence on learning outcomes and interpersonal relationships. However, limited evidence exists regarding its development across educational stages among learners of English as a foreign language. This study examined the overall emotional intelligence of senior high school students and explored possible variations across grade levels. A total of 156 participants took part in the investigation. Data were collected using the Self-Report Emotional Intelligence Test to assess learners’ emotional understanding, regulation, and expression. The study employed descriptive and inferential analyses to evaluate differences in emotional intelligence among students in different grades. Findings revealed that participants generally demonstrated a moderate level of emotional intelligence and that emotional intelligence remained relatively consistent across grades. These results suggest that students at the senior secondary level share comparable stages of emotional development. The study highlights the need for educational programs that nurture emotional skills alongside linguistic competence to promote holistic learner development.
Keywords: Emotional development; emotional intelligence; English learners; grade level; self-report assessment
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