Investigating Relationships between locus of control and Emotional Intelligence on Reading Comprehension of Indian ESL Learners at Aligarh Muslim University
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Abstract
In recent years, locus of control and emotional intelligence abilities have increasingly attained attention in research correlated to students' achievement. A various body of educational study has reported the significance of locus of control ability and the constructive influence of locus of control and emotional intelligence on learners’ achievement. This study explored the predictability of locus of control and emotional intelligence (reality testing, social responsibility, Assertiveness) on reading comprehension. 200 Indian ESL learners participated in the study. For data collection, an emotional intelligence questionnaire (Bar-On's EQ-itest"), locus of control questionnaire (Levenson Multidimensional locus of control scale) and a version of TOEFL reading comprehension test (TOEFL, 2010) were used. The data were analyzed by using path analysis and Pearson correlation. The results of the study indicated that reading score has the highest positive correlation with reality testing (r = .31, p< 0.05), and the lowest correlation with Assertiveness (r = .05, p>0.05). In addition, there is a weak positive significant relationship between reading score and locus of control (r = .29, p<.05). Hence, emotional intelligence is better predictor for reading comprehension. Current study has focused on only three factor of emotional intelligence (reality testing, social responsibility, Assertiveness) which had the highest correlations with other skills like speaking.
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