Enhancing the relationship between emotional intelligence and writing performance among Ethiopian high school learners

Abstract

Learners vary greatly in their writing abilities, with some finding it easy while others struggle. One factor that can impact writing performance is the level of emotional intelligence (EI) that individuals possess. This study aims to explore the relationship between EI and writing performance among Ethiopian high school students. A descriptive correlational research design was used for this study. The participants consisted of 176 11th-grade students (aged between 17 and 24; 69 male and 107 females) from the social science stream in high school in Desie City, Ethiopia. They were selected using a simple random sampling method. The data collection instruments included a self-report questionnaire on perceived EI and a writing proficiency test. The collected data were analyzed for validity and reliability using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) statistics. Pearson’s correlation coefficient was used to analyze the relationship between EI and writing performance, and ANOVA Univariate analysis test was used to determine the difference in EI among participants. The results showed a statistically significant relationship between EI dimensions and writing performance (p = 0.05). The ANOVA test revealed significant differences in EI dimensions, but no statistically significant difference in writing performance based on gender. Finally, the results are discussed in the context of the importance of EI in writing performance within Ethiopian high schools.

Keywords

• Emotional intelligence
• Writing performance
• High school learners
• Ethiopian context