College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China.
National Governance Research Institute, School of Marxism, Zhejiang Normal University, Jinhua 321004, China.
Int J Environ Res Public Health. 2022 Dec 4;19(23):16215. doi: 10.3390/ijerph192316215.
The purpose of this empirical study is to investigate the effects of emotional intelligence (EI) on learning outcomes (e.g., social, cognitive, and self-growth outcomes) and satisfaction with the university experience of academics and administrative staff at Chinese and Pakistani research universities. This study also investigates the mediation of self-directed learning (personal autonomy, personal responsibility, and personal growth) and knowledge management processes (KMPs) concerning the relationship between EI and learning outcomes. Moreover, this study explores the relationship between learning outcomes and creative performance (creative self-efficacy and leadership/supervisor support). The survey method was considered appropriate for the data collection and was completed simultaneously through paper and electronic mediums. The partial least squares structural equation modeling (PLS-SEM) method with a measurement assessment, structural assessment, mediation, and multi-group analysis was applied to a sample of 729 academics and administrative staff from Chinese and Pakistani research universities. A few dissimilarities surfaced with regard to EI and learning outcomes while evaluating the higher education institutions (HEIs) from both countries. Moreover, an indirect relation between EI and learning outcomes was established via self-directed learning and KMPs. Lastly, the intended direct statistical association between learning outcomes and creative performance was also documented. This study may serve as an initiative to equate and differentiate EI in relation to learning outcomes and creative performance among higher education professionals in China and Pakistan. The considered framework is novel and supports both EI and learning outcomes while adhering to the perceived value of the two adjacent regions.
本实证研究旨在探讨情绪智力（EI）对中、巴两国研究型大学学术人员和行政人员学习成果（如社会、认知和自我成长成果）和大学体验满意度的影响。本研究还探讨了自我导向学习（个人自主性、个人责任感和个人成长）和知识管理流程（KMPs）在 EI 与学习成果之间关系中的中介作用。此外，本研究还探讨了学习成果与创新绩效（创新自我效能感和领导/主管支持）之间的关系。考虑到数据收集，问卷调查法被认为是合适的方法，并通过纸质和电子媒介同时完成。本研究采用偏最小二乘结构方程模型（PLS-SEM）方法，对来自中、巴两国研究型大学的 729 名学术人员和行政人员进行了测量评估、结构评估、中介和多组分析。在评估两国的高等教育机构（HEIs）时，EI 和学习成果存在一些差异。此外，通过自我导向学习和 KMPs，建立了 EI 与学习成果之间的间接关系。最后，还记录了学习成果与创新绩效之间预期的直接统计关联。本研究可能有助于在中国和巴基斯坦的高等教育专业人员中，针对学习成果和创新绩效，对 EI 进行等效和区分。所考虑的框架是新颖的，它在坚持两个相邻地区的感知价值的同时，支持 EI 和学习成果。
