Abstract
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.
Highlights
Higher education produces theoretical and practical knowledge through teamwork that implies the importance of learning and knowledge management in the educational sector [1]
emotional intelligence (EI) is channeled in higher educational institutions (HEIs) in pursuit of increased knowledge, enrichment of self-confidence, autonomy of personnel, and societal change; there is a need for ongoing research and developmental activities related to EI in Chinese HEIs [6]
It is worthwhile to note that the combined sample of HEI academic and administrative personnel was undertaken on the suggestion of Zhoc, Chung [3], who recommended that studies should include diverse operational tiers of HEIs to ensure the generalizability of EI and learning outcomes
Summary
Higher education produces theoretical and practical knowledge through teamwork that implies the importance of learning and knowledge management in the educational sector [1]. Higher educational institutions (HEIs) advocate knowledge perseverance, critical reasoning, creativity, social and emotional skills, self-directed learning, and learning outcomes. EI is channeled in HEIs in pursuit of increased knowledge, enrichment of self-confidence, autonomy of personnel, and societal change; there is a need for ongoing research and developmental activities related to EI in Chinese HEIs [6]. EI is directly associated with the educational process in terms of societal augmentation, communication, and alliance for a better tomorrow [2], corroborating the ability-based theory of EI [10] that emphasizes management of personal emotions in the face of challenges to embrace learning with appropriate navigation of social settings [11]. Gelaidan, Al-Swidi [13] argued that EI is at the core of HEIs, addressing the issues of academics such as intense competition between universities to be relevant, and continuously adapting teaching and learning using rapidly advancing technologies, as well as administrative issues such as meeting the needs of the rapidly increasing number of students in HEIs, funding challenges, and intense competition to maintain institutional standings
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