Twenty-eighth International Conference on Learning

Abstract

More and more scholars explored the possibility of applying emotional intelligence principles in education. Some studies investigated the elements of emotional intelligence and their relationships with the learning outcomes. Students with some knowledge of emotional intelligence obtained a higher potential to achieve better learning outcomes. Simultaneously, the complicated relationships between emotional intelligence, learning motivation and performance of undergraduate students were proposed. Some scientific studies in the educational field proved that this was when young undergraduate students became more anxious, self-aware and self-conscious. Some of the undergraduate students, who lacked experience in conducting professional practices, were vulnerable to depression about the complexities of adult living. In addition, for many students, learning was not viewed as a topic related to anyone’s emotions. Limited of them recognised that learning could also be very emotionally demanding, which puts people at risk of burnout. Hence, more investigation of the methods of applying emotion awareness in higher education is needed. To better understand undergraduate students’ emotional intelligence in their learning experiences, an empirical study was developed. The empirical research included two phases: a questionnaire and a focus group. More insights were expected to obtain from the participants’ experience related to emotional intelligence. In this study, the linkages of emotion and higher education were investigated. It is expected that the research result learned in this study would strengthen the role of emotion in helping undergraduate students to learn better in higher education.