The Relationship between Personality, Emotional Intelligence, Learning Motivation and Learning Strategies of University Students in Hong Kong

Year: 2011

Author: Li, Cecilia, Leung, Man-tak

Type of paper: Refereed paper

Numerous research have been conducted to investigate the relationship between learning motivation and learning strategies (Chang, 2005; Pintrich, 1989; 1995; 1999). Pintrich (1995) suggested that intrinsically motivated students would apply cognitive learning strategies and deeper processing in the task. The roles of personality in relation to learning motivation have also been investigated by many researchers. Müller, Palekčić, Beck and Wanninger (2006) suggested that the big five personality factors were related to a continuum of motivational orientation, with six regulatory styles of self-determination located at points of amotivation, extrinsic motivation and intrinsic motivation. Besides personality traits, people usually neglect emotional aspects which are unconscious but important for sustaining and determining the motivational orientation (Müller et al.). Christie, Jordon, Troth and Lawrence (2007) suggested that emotional intelligence and motivation should be separate factors as proposed by Mayer and Salovey (1990). In contrast, Goleman (1995; 1998) argued that self-motivation is one of the subsets of emotional intelligence (as cited in Christie et al., 2007). In this study, the relationship between big five personality (Goldberg, 1990; John, 1990; McCrae & Costa, 1989), emotional intelligence theory (Goleman, 1995), self-determined motivation theory (Deci & Ryan, 1985), and self-regulated learning strategies (Pintrich, 1989) were investigated by structural equation analyses.