The Relationship Between Emotional Intelligence, Study Orientation in Mathematics and the Mathematics Achievement of the Middle Adolescent

Abstract

This article describes the extent to which emotional intelligence and study orientation predict the mathematics achievement of middle adolescents. Altogether 435 learners in Grades 9 and 11 from three high schools in the Mafikeng region completed the Bar-On EQ-i: YV™ and the Study Orientation Questionnaire in Mathematics (SOM) (M age = 15.49; SD = 1.32). Stepwise regression showed that a combination of El facets (i.e., General mood, Adaptability and Intrapersonal) and SOM dimensions (i.e., Problem-solving behaviour, Study habits, Information processing and Mathematics anxiety) were predictors of mathematics achievement. Findings suggest that administering a questionnaire on emotional intelligence and study orientation in mathematics may serve a useful purpose in classrooms. The results can be used to plan strategies aimed at dealing with possible gaps in learners' emotional and study orientation frameworks. More research is needed.