Undergraduate students’ emotional intelligence and their perceptions of learner autonomy: Interface between social science and English language students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Emotional Intelligence (EQ) of the students and its impact on their academic achievement has been amply studied since decades ago. However, it seems that the relationship between the students’ EQ and perceptions of Learner Autonomy (LA) has not been appropriately investigated to the date. This study aimed at exploring the relationship between undergraduate students’ EQ and LA. It also aimed at exploring the interaction between the students’ major, and EQ as well as LA. The researcher selected 185 undergraduate students (95 social sciences and 90 EFL) at Allameh Tabataba’i University through convenience sampling. The data were collected through administering adopted learner autonomy and emotional intelligence instruments. The data were analyzed through descriptive statistics, Pearson Product correlation, Spearman rho correlation, and independent samples-t-test. The results showed that there is a significant correlation between Iranian undergraduate students’ emotional intelligence and their perceptions of learner autonomy. It was also found there is not interaction/relationship between the students’’ major and EQ as well as LA. The findings have pedagogical implications for undergraduate students, teachers, and teacher educators.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it