TABLE OF CONTENTS
Page
ACKNOWLEDGEMNETS …………………………………………. i
ABSTRACT………………………………………………………..… ii
TABLE OF CONTENTS…………………………………………………… iii
LIST OF TABLES……………………………………………………………. viii
LIST OF APPENDICES………………………………………………. ix
LIST OF ABBREVIATIONS……….………………….……………… x
CHAPTER 1. 1
INTRODUCTION.. 1
1.2 Background of the study. 1
1.3 Statement of the problem and purpose of the study. 2
1.4 Significance of the study. 4
1.5 Research Questions. 4
1.5.1 Question 1. 5
1.5.2 Question 2. 5
1.5.3 Question 3. 5
1.5.4 Question 4. 5
1.6 Research Hypotheses. 5
1.6.1 Hypothesis 1. 5
1.6.2 Hypothesis 2. 5
1.6.3 Hypothesis 3. 6
1.6.4 Hypothesis 4. 6
1.7 Definition of the Key Terms. 6
1.7.1 Emotional intelligence. 6
1.7.2 Thinking styles. 6
1.7.3 English Proficiency. 6
1.8 Limitations of the Study. 7
Chapter 2. 8
REVIEW OF LITERATURE. 8
2.1 Introduction. 8
2.2 Emotional Intelligence. 8
2.2.1 History of Emotional intelligence. 8
2.2.2 Definitions of Emotional Intelligence. 9
2.2.3 Three Models of Emotional Intelligence. 11
2.2.3.1 The Ability Model: 11
2.2.3.2 The Trait Model of Emotional Intelligence. 11
2.2.3.3 Mixed Models of Emotional Intelligence. 12
2.2.4 Current Measures of EQ.. 12
2.2.4.1 Multifactor Emotional Intelligence Scale. 12
2.2.4.2 Emotional Competency Inventory. 13
2.2.4.3 Bar-On Emotional Quotient Inventory. 13
2.2.5 Emotional Intelligence (EQ) and IQ.. 14
2.2.6 The Relationship between EQ and IQ.. 15
2.2.7 Emotional Intelligence and its Implication for Educational Field 15
2.2.8 Previous Studies on Emotional intelligence. 18
2.3 Thinking Styles. 21
2.3.1 Background of Thinking Styles. 21
2.3.2 Mental Self-Government Theory (MSG) 22
2.3.3.2.1 Functions of mental self-Government: 22
2.3.2.2 Forms. 23
2.3.2.3 Levels of Mental Self-Government 24
2.3.2.4 Scopes. 25
2.3.2.5 Trend. 25
2.3.3 The importance of thinking styles in education. 27
2.3.4 Some general characteristics of styles. 28
2.3.5 Convergent and Divergent Thinking. 29
2.3.6 Productive and reproductive thinking. 30
2.3.7 Basic Research on the Thinking Styles. 30
2.4 English proficiency. 34
2.4.1 Previous Studies on English proficiency. 37
CHAPTER 3. 39
METHODOLOGY.. 39
3.1 Introduction. 39
3.2 Participants. 39
3.3 Instrumentation. 39
3.3.1 Bar-on Emotional Quotient Inventory. 40
3.3.2 Thinking Styles Inventory. 40
3.3.3 English language Proficiency. 41
3.4 Procedure. 41
3.5 Data analysis. 42
CHAPTER 4. 43
RESULTS AND DISCUSSIONS. 43
4.1 Introduction. 43
4.2 Testing the Research Hypotheses. 44
4.2.1 Research Hypothesis 1. 44
4.2.1.1 Descriptive Statistics. 44
4.2.2 Research Hypothesis 2. 47
4.2.3 Research Hypothesis 3. 49
4.2.4 Research Hypothesis 4. 50
Statistical Analysis. 51
4.3 Discussion of the Findings. 53
4.3.1 Research question 1. 53
4.4.2 Research Question 2. 55
4.4.3 Research Question 3. 57
4.4.4 Research Question 4. 57
CHAPTER 5. 60
SUMMARY, IMPLICATIONS, SUGGESTIONS FOR FURTHER RESEARCH AND CONCLUSION.. 60
5.1 Introduction. 60
5.2 Summary of the Study. 60
5.2.1 Research question 1. 61
5.2.2 Research question 2. 61
5.2.3 Research question 3. 61
5.2.4 Research question 4. 61
5.3 Implications of the Study. 62
5.3.1 Theoretical Implications. 62
5.3.2 Pedagogical Implications. 63
5.4 Suggestions for Further Research. 64
5.5 Conclusion. 64
REFERENCES…………………………………………………….72
APPENDICES……………………………………………………..86
LIST OF TABLES
Table Page
4.1 Descriptive statistics for Emotional Intelligence and its components, Thinking Styles and English Proficiency……………49
4.2 Pearson correlation for Emotional Intelligence and Thinking Styles…………………………………………………………………50
4.3 Pearson correlation for Emotional Intelligence with English Proficiency ……………………………………………………………52
4.4 Pearson correlation for Thinking Styles with English Proficiency ……………………..………………………………………………..53
4.5 Descriptive Statistics of Thinking Styles Scores of Males and Females………………..……………………………………………..55
4.6 Independent Sample t-test for Gender Differences in Thinking Styles…………………………………………………………………56
LIST OF APPENDICES
Appendix Page
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Nelson Proficiency Test…………..……………………….……87
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EQ Questionnaire…………………………………………..……94
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Sternberg-Wagner Thinking Styles Questionnaire…………………….98
