EI is an individual’s awareness of their emotions and their ability to control their emotions to strengthen social relationships. In addition, Fall, Kelly highlighted the need to explain the importance of EI in the educational sector. In addition to the abovementioned points, the following reasons support our motivation for this study.įirst, there are limited strategies for adopting EI in Chinese higher education. In addition, EI is channeled in HEIs in pursuit of increased knowledge, enrichment of self-confidence, autonomy of personnel, and societal change therefore, there is a need for ongoing research and developmental activities related to EI in Chinese HEIs. Furthermore, higher educational institutions (HEIs) advocate knowledge perseverance, critical reasoning, creativity, social and emotional skills, self-directed learning, and learning outcomes aligned with current social demands therefore, they are meant to create, acquire, store, share, and use knowledge. Higher education produces theoretical and practical knowledge through teamwork that implies the importance of learning and knowledge management in the educational sector.
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This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: The data underlying the results presented in the study are uploaded in supporting information as zip file.įunding: Funding: The project was funded under the program of the Minister of Science and Higher Education titled “Regional Initiative of Excellence” in 2019–2022, project number 018/RID/2018/19, the amount of funding PLN 10 788 423,16.Ĭompeting interests: The authors have declared that no competing interests exist. Received: MaAccepted: JPublished: July 27, 2021Ĭopyright: © 2021 Shafait et al. PLoS ONE 16(7):Įditor: László Vasa, Szechenyi Istvan University: Szechenyi Istvan Egyetem, HUNGARY This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.Ĭitation: Shafait Z, Khan MA, Bilan Y, Oláh J (2021) Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes.
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Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Results: Our results indicated that EI has no significant influence on learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance.