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6 Rev. Eur. Stud. 201 (2014)
Investigating the Relationship between Emotional Intelligence and Meta-Cognition among Hashemite University Students

handle is hein.journals/rveurost6 and id is 743 raw text is: 

                                                               Review of European Studies; Vol. 6, No. 4; 2014
                                                                       ISSN 1918-7173   E-ISSN 1918-7181
                                                         Published by Canadian Center of Science and Education

   Investigating the Relationship between Emotional Intelligence and

            Meta-Cognition among Hashemite University Students

                                         Ahmad M. Mahasneh1
1 Department of Educational Psychology, Faculty of Educational Sciences, Hashemite University, Zarqa, Jordan

Correspondence: Ahmad M. Mahasneh, Department of Educational Psychology, Faculty of Educational Sciences,
Hashemite University, Zarqa, Jordan. Tel: 962-079-978-0290. E-mail: dahmadmahasneh1975@yahoo.com

Received: October 1, 2014   Accepted: October 31, 2014   Online Published: November 14, 2014
doi: 10.5539/res.v6n4p201          URL: http://dx.doi.org/10.5539/res.v6n4p201

The aim of this study was to investigate the relationship between emotional intelligence and meta-cognition in a
group of university students. The participants were 720 students chosen by random selection from different
faculties of the Hashemite University. Means, standard deviations, regression and correlation analysis were used
to analyze the data. Results indicated a significant positive correlation between emotional intelligence subscales
and meta-cognition subscales, suggesting the need for an enhanced university role in improving student
meta-cognition skills through theoretical and applied training programs.
Keywords: emotional intelligence, meta-cognition, Hashemite University students
1. Introduction
1.1 Emotional Intelligence
Despite its historical roots, the concept of emotional intelligence is one of the most recently defined categories of
intelligence in the field of psychology, appearing at the beginning of the 1990s as a result of contemporary
development which required a nontraditional vision of the concept of intelligence (Pfeiffer, 2001); the demands
of the age require individuals to possess the mental abilities and emotional skills needed for problem-solving and
influencing others. Mayer and Salovey (1997) suggest the 18th century as the origin of the emotional intelligence
concept, when scientists divided the brain into three parts dedicated severally to cognition, affect, and
The concept of emotional intelligence aroused general interest because of the efficacy of its practical
applications in improving the individual's skills in facing the new-age challenges, combined with the
dissemination of both concept and basic components through a number of new books and articles by researchers
including Bar-on (1988), Garnder (1999), Salovey and Mayer (1983).
Mayer and Salovey (1990) are credited with originating the term emotional intelligence, considering it a form
of social intelligence entailing the individual's ability of both self-control and of influencing emotions and
feelings of others; the ability to distinguish different feelings and emotions and use these skills to guide and
influence ways of thought and action. These delineations were the result of their attempt to develop a scientific
method for measuring the differences between individuals in the field of emotions, during the course of which
they found that individuals possessing emotional intelligence skills are able to express their emotions, and
recognize, understand, appreciate and regulate the emotions of others (Johnson, 2008). In the early 1990s,
Goleman (1995) was interested in the works of Mayer and Salovey, and introduced his vision of the concept, its
nature and role in life, in his book Emotional Intelligence (1995).
Two years later, Salovey and Mayer (1997) presented a model for emotional intelligence known as the Ability
Model which defines emotional intelligence as a group of mental abilities that contribute to logical thinking,
and that emotions reinforce thinking (Johnson, 2008), promulgating four dimensions of emotional intelligence:
    -Perceiving emotions: referring to the ability to identify emotions in the individuals' ideas, language, sounds
    and behavior. It also entails the ability to distinguish between precision and lack of precision, honesty and
    lack of honesty in expressing emotions (Mayer & Salovey, 1997).
    -Using Emotions: referring to the way individuals' ideas and other cognitive activities are formed through the

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