Examination of the Relationship between Critical Thinking Disposition and English Learning Achievement as Mediated by Emotional Intelligence

This study is intended to examine the relationship between critical thinking disposition and English learning achievement among Iranian high school third-grade EFL learners mediated by emotional intelligence. A sample of ۲۶۴ students (۱۴۵ males and ۱۱۹ females) was assessed for their level of critical thinking disposition and emotional intelligence. Participant's scores on their final English test were also used as the measurement of their English achievement. The results revealed a positive correlation between total critical thinking dispositions (r=.۵۰۶, p<.۰۱) and its subscales i.e., engagement(r=.۳۳), maturity(r=۴۷), and innovativeness (r=۴۴.۶) with English learning achievement. The results also suggested that emotional intelligence acts as a mediator of the relationship between critical thinking disposition and English learning achievement.

کلیدواژه ها:

Key words: Critical thinking disposition ، Emotional intelligence ، English learning achievement ، Iranian English learners ، واژگان کلیدی : گرایش به تفکر انتقادی ، هوش هیجانی ، پیشرفت تحصیلی دانش آموزان ، درس زبان انگلیسی