Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between lear...

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Bibliographic Details
Published in:PloS one 2021-07, Vol.16 (7), p.e0255177-e0255177
Main Authors: Shafait, Zahid, Khan, Muhammad Asif, Bilan, Yuriy, Oláh, Judit
Format: Article
Language:English
Subjects:
Biology and Life Sciences
Colleges & universities
Education
Educational aspects
Emotional intelligence
Emotions
Higher education
Higher education institutions
Independent study
Industrialized nations
Knowledge management
Knowledge sharing
Learning
Learning strategies
Methods
Modelling
Motivation
Multivariate statistical analysis
People and Places
Personnel
Research facilities
Research programs
Social Sciences
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Summary:Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0255177