Abstract
Studies suggest trait emotional intelligence (EI) is related to improved attitudes about learning. Within the context of learning mathematics, researchers argue the inclusion of EI in the curriculum can improve student attitudes about mathematics, and consequently performance. However, the mechanism underlying the relationship between trait EI and attitudes about mathematics has not been empirically assessed. This study used structural equation modeling (SEM) to test the mediating effect of self-confidence in math ability on the relation between trait EI and math attitudes, using a diverse sample of undergraduate students at a large public university in the Northeastern US (N = 381). The results show self-confidence mediated such relation. Using moderated mediation SEM, the study also generalizes the results over summer versus regular semester students. The results suggest inclusion of trait EI within any mathematics curriculum will result in higher self-confidence among students, and therefore improved attitudes about mathematics.
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