Predicting Academic Achievement of EFL Prospective Teachers: The Role of Emotional Intelligence, Critical Thinking Dispositions, and Academic Self-Efficacy
DOI:
https://doi.org/10.46328/ijonse.5743Keywords:
emotional intelligence, critical thinking dispositions, academic self-efficacy, academic achievement, EFL prospective teachersAbstract
This study aimed to examine the predictive power of emotional intelligence, critical thinking dispositions, and academic self-efficacy on academic achievement of EFL prospective teachers. The study was carried out with 141 EFL prospective teachers studying in departments of English Language Teaching of different universities in Türkiye. Trait Emotional Intelligence Questionnaire–Short Form, Sosu Critical Thinking Dispositions Scale, and Academic Self-Efficacy Scale were employed to collect the data. This study revealed that EFL prospective teachers possessed high emotional intelligence and critical thinking dispositions as well as high academic self-efficacy. Also, they had high GPA scores indicating that they had high academic success. In addition, it was revealed that emotional intelligence, critical thinking dispositions, and academic self-efficacy significantly predicted EFL prospective teachers’ academic achievement. In addition, EFL prospective teachers’ critical thinking dispositions had the largest effect on their academic achievement and it was followed by emotional intelligence and academic self-efficacy, respectively.
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