p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2020 Volume 10
Deomed Publishing
Journal Logo
Volume 5, Issue 1, April 2015,
Page(s): 35-43
Original Empirical Research
Received: May 29, 2014; Accepted: October 22, 2015; Published online: November 16, 2015
doi:10.2399/yod.15.007; Copyright © 2015, Deomed
Freshman Students' Emotional Intelligence and Team-Work Satisfaction Levels. A Comparative Study: Gender and Nationality
Tanju Deveci (E-mail)
The College of Arts and Sciences, The Petroleum Institute, Abu Dhabi, The UAE
It is generally accepted that intelligence quotient (IQ) is not a sufficient predictor of academic success, and that emotional intelligence (EI), which can helps us handle our emotions and relationships with others more effectively, can account for as much as 80% of our success. This appears to be particularly important for students who take courses requiring team or group work. Students with higher levels of EI are more likely to achieve academic and social success. However, this is a formidable challenge for freshman students who have a lower EI, and thus lack the skills necessary for effective team-work. This may result in reduced levels of satisfaction with team-work and therefore adversely affect their success (Goleman, 1995). With this apparent importance of EI for effective team-work, the current study measured the EI levels of freshman engineering students at the Petroleum Institute in Abu Dhabi, and examined the relationship between EI and team-work satisfaction levels. Data were gathered using the Schutte Emotional Intelligence Scale (EIS) and the Global Satisfaction Scale (GSS). 285 students (203 males and 82 females) participated in the study. 240 of the participants were Emirati students, while 45 were other Arab expatriate students. Student t-test was used to compare the data according to gender and nationality variables, and the Pearson product-moment correlation coefficient was used to measure the strength of association between EIS and GSS scores. The results showed that the students' overall EI score was just below average as compared to a mean score of 126 for first year college students computed by Schuttle and Malouff (1998). The female students' EI score was found to be different from that of the male students at a statistically significant level although no statistically significant difference was detected regarding nationality. The results from GSS indicated that the students' team satisfaction level was above average, and there was a strong positive correlation between their EIS and GSS scores suggesting that the satisfaction levels were higher for students with higher EI levels. It is discussed that the higher level of team-work satisfaction despite the lower levels of EI might be due to the collectivist nature of the Arab culture, which discourages expressing negative emotions explicitly.
Keywords: Emotional intelligence, engineering education, soft-skills, team-work satisfaction.
Recommend on Facebook...
Share on Twitter...
Abstacted & indexed in
Open Access
Our journal promotes the development of global open access to scientific information and research...

E-Mail Alert!
Would you like to receive an e-mail alert whenever a new article is published in the journal?

Your Opinions are Important to Us!
We are waiting for your valuable opinions and contributions...

Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2020, Deomed.
Creative Commons License
Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License.