1.5.3 Creativity. 12

1.6 Significance of the Study. 13

1.7 Limitations, Delimitations and Assumptions. 16

1.7.1 Limitations. 16

1.7.2 Delimitations. 18

1.7.3 Assumptions. 19

CHAPTER II: REVIEW OF THE RELATED LITERATURE.. 20

2.1 Introduction. 21

2.2 Language Learning Strategies. 21

2.2.1 Definitions of Language Learning Strategies. 22

2.2.2 Background of Research on Language Learning Strategies. 25

2.2.3 Taxonomies of Language Learning Strategies. 26

2.2.4 Method to Investigate Learning Strategies. 35

2.2.5 Researches on Learning Strategies. 38

2.3 Language Learning Style. 43

2.3.1 What is Learning Style?. 43

2.3.2 Development of Learning Style. 45

2.3.3 Background of Research on Learning Styles. 54

2.3.4 Fundamentals of Learning Styles. 55

2.3.5 Definitions of Learning Styles. 56

2.3.6 Researches on Learning Styles. 60

2.3.7 Differences between Language Learning Styles and Strategies. 65

2.4 Creativity. 66

2.4.1 The History of Creativity. 66

2.4.2 The Background of Creativity. 68

2.4.3 Attributes of Creativity. 70

2.4.4 Barriers to Creativity. 72

2.4.5 Promoting Creativity. 73

2.4.6 Important Cognitive Processes Involved in Creativity. 75

2.4.7 Researches on Creativity. 77

CHAPTER III: METHOD.. 80

3.1 Introduction. 81

3.2 Participants. 81

3.3 Instrumentation. 82

3.3.1 Strategy Inventory for Language Learning (SILL) 82

3.3.2 The Perceptual Learning Style Preference (PLSP) 86

3.3.3 Creativity Questionnaire (ACT) 89

3.4 Procedure. 93

3.5 Design. 95

3.6 Statistical Analyses. 95

CHAPTER IV: RESULTS AND DISCUSSION 97

4.1 Introduction. 98

4.2 Results of the Study. 100

4.2.1 Testing Assumptions. 100

4.3 Testing the Null Hypotheses. 108

4.3.1 Testing the First Null Hypothesis. 108

4.3.2 Testing the Second Null Hypothesis. 112

4.3.3 Testing the Third Null Hypothesis. 115

4.3.4 Testing the Fourth Null Hypothesis. 119

4.3.5 Testing the Fifth Null Hypothesis. 123

4.3.6 Testing the Sixth Null Hypothesis. 127

4.3.7 Testing the Seventh Null Hypothesis. 132

4.3.8 Testing the Eighth Null Hypothesis. 136

4.4 Construct Validity. 139

4.5 Conclusion. 142

CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS. 146

5.1 Introduction. 147

5.2 Procedure and Summary of the Findings. 147

5.3 Discussion. 153

5.4 Pedagogical Implications. 158

5.4.1 Implication for EFL Teachers. 158

5.4.2 Implication for EFL Learners. 160

5.4.3 Implications for EFL Syllabus Designers, Curriculum Developers and Material Producers. 161

5.5. Suggestions for Further Research. 162

REFERENCES. 164

APPENDICES. 184

 

LISTS OF TABLES

Table 3.1: Reliability Index of SILL and Its Subcomponents ……………………….….…….…87

Table 3.2: Reliability Index of PLSP and Its Subcomponents ……………………..…….……….90

Table 3.3: Subcomponents and Items of the Persian Creativity Test …………………..…………..93

Table 3.4: Reliability Index of Creativity Questionnaire………………………………………….94

Table 4.1: Descriptive Statistics of SILL………………………………..………………..….……102

Table 4.2: Descriptive Statistics of PLSP……………………………………………………….104

Table 4.3: Descriptive Statistics of ACT……………………………………………………….105

Table 4.4: Correlations between Language Learning Strategies, Learning Style Preferences

and Creativity..………………………………………………………………………110

Table 4.5: Correlations between Subcomponents of Language Learning Strategies and Learning

Styles Preferences……………………………………………………………………114

Table 4.6: Correlation between EFL Learners’ Language Learning Strategies and Creativity…117

Table 4.7: Correlations between EFL Learners’ learning Style Preferences.and Creativity…… 121

Table 4.8: Model Summary; Regression Analysis Predicting Creativity by Using Components of Learning Style Preferences and Language Learning Strategies…………….……125

Table 4.9: ANOVA Test of Significance of Regression Model Predicting Creativity by Using

Subcomponents of Learning Style and Strategies……………………….…………..127

Table 4.10: Model Summary, Regression Analysis Predicting Learning Strategy by Using Sub- components of Learning Style Preferences ………………………………………….129

Table 4.11: ANOVA Test of Significance of Regression Model Predicting Learning Strategy by Using the Subcomponents of Learning Style Preferences………………………….130

Table 4.12: Excluded Variables of Learning Style Preferences………………………………..130

Table 4.13: Model Summary; Regression Analysis Predicting Creativity by Using Components

of Language Learning Strategies………………………………….……………….133

Table 4.14: ANOVA Test of Significance of Regression Model Predicting Creativity by Using

Components of Language Learning Strategies…………………………………….134

Table 4.15: Model Summary; Regression Analysis Predicting Creativity by Using Components

of Learning Style Preferences……………………………………………………..136

Table 4.16: ANOVA Test of Significance of Regression Model; Predicting Creativity by Using

Components of Learning Style Preferences………………………………………..137

Table 4.17: Sampling Adequacy and Sphericity Assumptions………………..………………..139

Table 4.18: Total Variance Explained……………………………………………………….…140

Table 4.19: Rotated Components Matrix…………………………………………….…..….….141

Table 4.20: Summary of the Findings ………………………………………………………….143

LISTS OF FIGURES

Figure 4.1: Scatter Plot of Testing Linearity Assumption of Language Learning Strategies and

Learning Style Preferences………………………..………………………………..106

Figure 4.2: Scatter Plot of Testing Linearity Assumption of Language Learning Strategy and

Creativity……………………………………………………………………..…….107

Figure 4.3: Scatter Plot of Testing Linearity Assumption of Learning Style Preferences and

Creativity………………………………………………………………..………….107

Figure 4.4: Scatter Plot of Studentized Residuals for Creativity…………………….………….109

Figure 4.5: Scatter Plot of Testing Linearity Assumption of Language Learning Strategies,

Learning Style Preferences and Creativity…………………………………….…..112

Figure 4.6: Linearity Assumption of EFL Learners’ Language Learning Strategies and

Creativity……………………………………………………………………………..118

Figure 4.7: Scatter Plot of Testing Linearity Assumption of EFL Learners’ Learning Style

Preferences and Creativity………………………………………………..………….123

Figure 4.8: Scatter Plot of Predicting Creativity by Using Components of Language Learning

Strategies and Learning Style Preferences……………………………………………128

Figure 4.9: Scatter Plot of Testing Assumptions of Linearity and Homoscedasticity………….131

Figure 4.10:Scatter plot of Predicting Creativity by Using Components of Language Learning

Strategies………………………………………………………………………….135

Figure 4.11:Scatter plot of Predicting Creativity by Using Components of Learning Style

Preferences………………………………………………………………………..138

 

LISTS OF ABBREVIATIONS

 

L1: Native Language

L2: Foreign Language

ESL: English as a Second Language

EFL: English as a Foreign Language

CR: Creativity

PLSP: Perceptual Learning Style Preference

SILL: Strategy Inventory for Language Learning

ACT: Abedi-Schumacher Creativity Test

 

 

CHAPTER I

 

BACKGROUND AND PURPOSE

 

 

1.1 Introduction

Today, it is almost known that each learner has his/her especial way of learning that may have a fundamental role in his/her success or failure (Fewell, 2010; Zare & Noordin, 2011). Over the recent decades most of the researchers have gradually moved from focusing on teaching paradigms toward exploring individual characteristics (Carson & Longhini, 2002; Oxford & Anderson, 1995). Therefore, the individuals and their differences have been the subject of many studies. Along these lines it seems that there is a highly demanding need to expand studies in these lines (Ghonsooly, Elahi, & Golparvar, 2012; Gilakjani & Ahmadi, 2011; Mohebi & Khodadady, 2011). As Grenbell and Harris (1999) state “methodology alone can never be a solution to language learning. Rather it is an aid and suggestion” (p.10). Most of the theories of learning are all attempts to describe universal human traits in learning (Brown, 2007). They seek to explain globally how people perceive, filter, store, and recall information. Such processes do not account for the differences across individuals in the way they learn, or for differences within any one individual (Brown, 2007) which are very important factors in the process of learning.

Among different personal traits, individual learners’ learning style preferences provide valuable insights into the educational context (Felder & Spurlin, 2005; Sternberg, 1990; Xu, 2011). Learning style is inherent and pervasive and is a blend of cognitive, affective, and behavioral elements (Willing, 1988). Learning style includes four aspects of a person: a) preferred or habitual patterns of mental functioning; b) patterns of attitudes and interests that affect what an individual will pay most attention to in a learning situation; c) a tendency to seek situations compatible with one’s own learning patterns; and d) a tendency to use certain learning strategies and avoid others (Brown, 2000).

Keefe (as cited in Brown, 2000) stated that learning styles might be thought of as “cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment” (p. 114).

Terms…………………………………………………………………..12

1.5.1 Argumentative text …………………………………………………………………..12

1.5.2 Expository text ………………………………………………………………………12

1.5.3 Proficiency level ……………………………………………………………………………………………13

1.5.4 Reading strategy………………………………………………………………….…..13

1.6 Significance of the Study………………………………………………………………….14

1.7 Limitations, Delimitations, and Assumption ……………………………………………..16

 

CHAPTER II: Review of the Related Literature

2.1 What is reading?……………………………………………………………………………………………………19

2.1.1 Importance of reading …………………………………….……………………..……22

2.1.2 Approaches to reading skill ……………………………………………..……………25

2.1.3 Reading comprehension theories ……………………………………………………..26

2.1.3.1 Schema Theory …………………………………………………………………27

2.1.3.2. Sub skills View of Reading ……………………………………………………28

2.1.4 Different Kinds of Reading …………………………………………………………..31

2.1.5 Teaching and Learning Reading ……………………………………………………..34

2.1.6 Strategy ………………………………………………………………………………36

2.1.6.1 Learning Strategy ……………………………………………………………..39

2.1.6.2 Reading Strategies …………………………..…………………………………39

2.1.6.2.1 Extensive and Intensive Reading Strategies ……………..……………46

2.1.6.2.2 Cognitive Strategies ……………………………………………………47

2.1.6.2.3 Metacognitive Strategies ………………………………………………49

2.1.6.2.4 Compensation Strategies ………………………………………………50

2.1.6.2.5 Scanning and Skimming Reading Strategies ………………………….51

2.1.7 L1/L2 Reading Strategies ………………..…………………………………………..55

2.1.8. Learner Strategy Training ……………………………………………………………58

2.2 Text ……………….……………………………………………………………………….59

2.2.1 Text comprehension ……………………………………………………………………60

2.2.2 Text type ……………..………………………………………………………………..62

2.2.2.1 Expository text ……….…………………………………………………………68

2.2.2.2 Students with Learning Disabilities and Expository Text ………………………70

2.2.2.3 Argumentative text …………………….………………………………………..73

2.2.3 Connectives, text types, and reading comprehension ………..………………………..76

2.2.4 Two Approaches to Text Type Analysis ……..……………………………………….77

2.2.5 Genre and Text Type ………………………………………………………………….79

CHAPTER III: Method

3.1 Introduction …………………………………………………………………………………86

3.2 Participants …………………………………………………………..…………………….88

3.3 Instrumentation …………………………………………………………………………….88

3.3.1 Test of Reading Comprehension …….……………………………………..………….88

3.3.2 Reading strategies questionnaire ……………………………………………………….91

3.4 Procedure …………………..………………………………………………………………91

3.5 Design …………….……………………………………………………………………….93

3.6 Statistical Analysis ………………..……………………………………………………….94

CHAPTER IV: Research and Discussion

4.1 Introduction ………………………………………………………………………………..96

4.2 Restatement of the Research Hypotheses …………………….……………………………96

4.3 Reliability Analysis ………………………………………………………………………..98

4.4 Descriptive Statistics of the SILL Questionnaire ………………………………………….99

4.5 Descriptive Statistics of the Reading Comprehension Tests ……………….…………….101

4.6 Testing the Hypotheses of the Study ……………………………….…………………….107

4.7 Discussion of the Findings ………………..………………………………………………124

CHAPTER V: Conclusion and Pedagogical Implications

5.1 Introduction ……………………………………………………………………………….130

5.2 Procedures and Summery of the Findings ….…………………………………………….130

5.3 Pedagogical Implications ………………………………………………………………….131

5.4 Suggestions for Further Research ……………………………….………………………..133

References………………………………………………………………………………………134

Appendices

Appendix A …………………….…………………………………………………………….153

Appendix B …………………….……………………………………………………………..158

Appendix C …………..……………………………………………………………………….160

Appendix D ………..…………………………………………………………………………162

Appendix E ………….………………………………………………………………………..164

Appendix F ……………..…………………………………………………………………….166

Appendix G ……………………………………..……………………………………………167

Appendix H …………………..………………………………………………………………169

Appendix I …………………………………………………………………………………….171

Appendix J ……………………………………………………………………………………173

Appendix K ……………………………………………..……………………………………175

Appendix L …………..……………………………………………………………………….177

Appendix M …………………………………………………………………………………..179

Lists of Tables

Table 2.1 Genres and Text Types ………………..…………………………………………….182

Table 3.1 Readability Statistics of the Texts Selected for Beginners …………………….……183

Table 3.2 Readability Statistics of the Texts Selected for Intermediates ………….…………..184

Table 3.3 Readability Statistics of the Texts Selected for Advanced …………….……………185

Table 3.4 The Variables of the Study …………………………………………………………..186

Table 4.1 Reliability statistics of the reading comprehension test for beginner learners ………187

Table 4.2 Reliability statistics of the reading comprehension test for intermediate learners ….188

Table 4.3 Reliability statistics of the reading comprehension test for advance learners ……….189

Table 4.4 Descriptive statistics of the obtained scores on reading strategy use questionnaire…190

Table 4.5 Normality checks of SILL scores distributions ……………………………………..191

Table 4.6 Descriptive Statistics of the Obtained Scores on expository text comprehension tests …192

Table 4.7 Normality checks of Expository test scores distributions ………………..………….193

Table 4.8 Descriptive Statistics of the Obtained Scores on argumentative text comprehension tests ……………………………………………………………………………………….194

Table 4.9 Normality checks of Argumentative test scores distributions ………………………195

Table 4.10 Correlation between reading strategies and expository text comprehension ……….196

Table 4.11 Correlation between beginner learners’ use of reading strategies and expository text comprehension ……………………………………………………………………………..197

Table 4.12 Correlation between intermediate learners’ use of reading strategies and expository text comprehension ………………………………………………………………………..198

Table 4.13 Correlation between advanced learners’ use of reading strategies and expository text comprehension …………………………………………………………………………….199

Table 4.14 Correlation between reading strategies and argumentative text comprehension …..200

Table 4.15 Correlation between beginner learners’ use of reading strategies and argumentative text comprehension ………………………….…………………………………………….201

Table 4.16 Correlation between intermediate learners’ use of reading strategies an argumentative text comprehension ………………………….…………………………………………….202

Table 4.17 Correlation between advanced learners’ use of reading strategies and argumentative text comprehension …………………………………………………….………………….203

Table 4.18 Model Summary ……………….…………………………………………………..204

Table 4.19 ANOVA of regression model ………..…………………………………………….205

Table 4.20 Model Summary ………………………….………………………………………..206

Table 4.21 ANOVA of regression model ………………………………………………………207

Table 4.22 Model Summary …………………………………………………………..……….208

Table 4.23 ANOVA of regression model ……………………………..……………………….209

Table 4.24 Model Summary ……………………………………………………………………210

Table 4.25 ANOVA of regression model ………………………………………………………211

Table 4.26 Model Summary …………………….……………………………………………..212

Table 4.27 ANOVA of regression model ………………………………………………………213

Table 4.28 Model Summary ……………………………………………………………………214

Table 4.29 ANOVA of regression model ……………………………..……………………….215

Table 4.30 Model Summary ……………………………………………………………………216

Table 4.31 ANOVA of regression model ………………………………………………………217

Table 4.32 Model Summary ……………………………………………………………………218

Table 4.33 ANOVA of regression model ………………………………………………………219

 

 

Lists of Figures

Figure 4.1 Distribution of Beginners’ SILL Scores ………..…………………………………..221

Figure 4.2 Distribution of Intermediates’ SILL Scores …………..……………………………222

Figure 4.3 Distribution of Advances’ SILL Scores …………………..………………………..223

Figure 4.4 Distribution of Beginners’ Expository Test Scores …………….…………………..224

Figure 4.5 Distribution of Intermediates’ Expository Test Scores ………………….…………225

Figure 4.6 Distribution of Advances’ Expository Test Scores ………………….……………..226

Figure 4.7 Distribution of Beginners’ Argumentative Test Scores ……………………..……..227

Figure 4.8 Distribution of Intermediates’ Argumentative Test Scores ………….……………..228

Figure 4.9 Distribution of Advances’ Argumentative Test Scores …………………………….229

 

CHAPTER I

 

Background and Purpose

2ـ14ـ2 کلم بروکلی.. 20

2ـ14ـ3 کلم و گواتر. 22

2ـ14ـ4 کلم و نیترات… 22

2ـ14ـ5 قارچ.. 22

2ـ14ـ6 پیازچه. 23

2ـ15 نگاهی بر پژوهش های صورت گرفته. 24

فصل سوم: مواد و روش ها 28

3-1 مواد شیمیایی.. 29

3-2 تجهیزات مورد استفاده 29

3-3 آماده سازی نمونه ها 29

3ـ4 روش اندازه گیری میزان نیترات، نیتریت و اسید آسکوربیک… 30

3-4ـ1 اندازه گیری میزان نیترات… 30

3ـ4ـ2 آماده سازیِ پودر مخلوط.. 30

3ـ4ـ3 تهیه ی محلول های استاندارد نیترات پتاسیم. 30

3ـ4ـ4 روش کار. 30

3ـ4ـ5 اندازه گیری میزان نیتریت… 31

3ـ4ـ6 آماده سازی پودر مخلوط.. 31

3ـ4ـ7 تهیه محلول های استاندارد نیتریت سدیم. 31

3ـ4ـ8 روش کار. 31

3ـ4ـ9 اندازه گیری اسیدآسکوربیک… 32

فصل چهارم: نتایج و بحث… 33

4-1 نیتریت… 34

4ـ1ـ1 میزان نیتریت… 34

4ـ1ـ2 تاثیر فرآیند پختن.. 37

4ـ1ـ3 تاثیر زمان به روی محتوای نیتریت… 38

4-2 نیترات… 39

4ـ2ـ1 میزان نیترات در سبزیجات مورد آزمایش… 39

4ـ2ـ2 تاثیر فرآیند پختن.. 43

4ـ2ـ3 تاثیر گذشت زمان بروی محتوای نیترات… 44

4ـ3 اسید آسکوربیک… 45

4ـ3ـ1 میزان اسید آسکوربیک… 45

4ـ3ـ2 تاثیر پختن بروی محتوای اسید آسکوربیک… 48

4ـ3ـ3 تاثیر زمان. 49

5ـ1 نتیجه گیری کلی.. 51

5ـ2 پیشنهادات… 52

منابع. 53

چکیده انگلیسی.. 61

فهرست تصاویر

شکل 2-1: شمای کلی چرخه نیتروژن در تولید نیترات و چگونگی تشکیل مت هموگلوبین در خون. 7

فهرست جداول

جدول 3-1- تجهیزات مورد استفاده 29

فهرست نمودار

نمودار 4-1 میانگین میزان نیتریت در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری 34

نمودار 4-2 نشان دهنده میزان نیتریت پیازچه خام وپخته در طول زمان نگهداری.. 35

نمودار 4-3 نشان دهنده میزان نیتریت کلم قرمز خام وپخته در طول زمان نگهداری.. 35

نمودار 4-4 نشان دهنده میزان نیتریت بروکلی خام وپخته در طول زمان نگهداری.. 36

نمودار 4-5 نشان دهنده میزان نیتریت کلم سفید خام وپخته در طول زمان نگهداری.. 36

نمودار 4-6 نشان دهنده میزان نیتریت قارچ خام وپخته در طول زمان نگهداری.. 37

نمودار 4- 7 میانگین میزان نیترات در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری 39

نمودار 4-8 نشان دهنده میزان نیترات پیازچه خام و پخته در طول مدت نگهداری.. 41

نمودار 4-9 نشان دهنده میزان نیترات کلم قرمز خام و پخته در طول زمان نگهداری.. 41

نمودار 4-10 نشان دهنده میزان نیترات بروکلی خام و پخته در طول مدت نگهداری.. 42

نمودار 4-11 نشان دهنده میزان نیترات کلم سفید خام و پخته در مدت نگهداری.. 42

نمودار 4-12 نشان دهنده میزان نیترات قارچ خام و پخته در طول زمان نگهداری.. 43

نمودار 4-13 میانگین میزان اسید آسکوربیک در سبزیجات مورد بررسی با توجه به نوع فرایند و زمان نگهداری 45

نمودار 4-14 نشان دهنده میزان اسید آسکوربیک کلم سفید خام و پخته در طول زمان نگهداری.. 46

نمودار 4-15 نشان دهنده میزان اسیدآسکوربیک پیازچه خام وپخته در طول زمان نگهداری.. 46

نمودار 4-16 نشان دهنده میزان اسید آسکوربیک کلم قرمز خام وپخته در طول مدت نگهداری.. 47

نمودار 4-17 نشان دهنده میزان اسید آسکوربیک قارچ خام وپخته در طول زمان نگهداری.. 47

3

1.1 Introduction

3

1.2 Background

7

1.3 Statement of the problem

8

1.4 Significance of the study

8

1.5 Objective of the study

9

1.6 Research questions and hypotheses

9

1.7 Limitations and delimitations of the study

9

1.8 Definitions of key terms

9

1.8.1 Emotion

9

1.8.2 Intelligence

9

1.8.3 Emotional Intelligence

11

1.8.4 Emotional quotient

11

1.8.5 Reading

11

1.8.6 Reading Comprehension

Chapter Two: Review of the Related Literature

14

2.1 Introduction

14

2.2 Emotional Intelligence

14

2.2.1 A Brief History of Emotional Intelligence

24

2.3 Models of Emotional Intelligence

24

2.3.1 Ability Model

25

2.3.2 Mixed Model

26

2.3. 3 Trait Model

27

2.4 Basic Criteria

28

2.5 Theoretical Considerations

28

2.5.1 Emotion

29

2.5.2 Intelligence

34

2.5.3 Definitions of the 5 main categories of EI and their 15 sub-categories based on Bar-on’s classification (1996

34

2.5.3.1 Intra-Personal

34

2.5.3.1.a Self-regard

34

2.5.3.1.b Emotional self awareness

35

2.5.3.1.c Assertiveness

35

2.5.3.1.d Independence

35

2.5.3.1.e Self-actualization

35

2.5.3.2 Inter-Personal

35

2.5.3.2.a Empathy

36

2.5.3.2.b Social responsibility

36

2.5.3.2.c Inter-Personal relationship

36

2.5.3.3 Stress-management

36

2.5.3.3.a Stress Tolerance

36

2.5.3.3.b Impulse control

36

2.5.3.4 Adaptability

36

2.5.3.4.a Reality Testing

36

2.5.3.4.b Flexibility

36

2.5.3.4.c Problem solving

37

2.5.3.5 General mood

37

2.5.3.5.a Optimism

37

2.5.3.5.b Happiness

37

2.6 Assessment Tools of Emotional Intelligence

40

2.7 Reading comprehension

40

2.7.1 A Brief History of Reading Comprehension

45

2.8 Theories behind Reading Comprehension

45

2.8.1 Schema Theory

46

2.8.2 Mental Model Theory

46

2.8.3 Proposition Theory

47

2.9 Strategies of improving reading comprehension based on the mentioned theories

48

2.10 Purposes of Reading Comprehension Strategies

48

2.11 What is Comprehension?

50

2.12 Studies carried out on the relationship between emotional intelligence and reading comprehension

Chapter Three: Methodology

53

3.1 Introduction

53

3.2 Design

53

3.3 Participants

54

3.4 Instruments

54

3.4.1 Bar-on Emotional Quotient Inventory

55

3.4.2 Reading Comprehension Test

56

3.5 Data collection procedure

56

3.6 Data analysis

Chapter 4: Results and Discussion

59

4.1 Introduction

59

4.2 Descriptive Statistics

59

4.2.1 Descriptive statistics for the scores of emotional intelligence test

60

4.2.2 Descriptive statistics for the scores of reading comprehension test

61

4.3 Inferential Statistics

61

4.3.1 Is there any relationship between emotional intelligence and reading comprehension?

70

4.4 Discussion

Chapter 5: Summary, Conclusion, Implication & Suggestion

73

5.1 Introduction

73

5.2 Summary of the study

74

5.3 Conclusion

76

5.4 Pedagogical Implications

77

5.5 Suggestions for further research

References

Appendices:

96

Appendix I

101

Appendix II

107

Appendix III

116

Appendix IV

121

Abstract in Persian

Lists of Tables

Page	Tables
55	Table 3.1. Reliability of the EI questionnaire
60	Table 4.1. Descriptive statistics for the scores of emotional intelligence test
60	Table 4.2. Descriptive statistics for the scores of reading comprehension test
61	Table 4.3. correlation between EI and reading comprehension (RC) tests in general
62	Tables 4.4. The correlation between all the questions of EI, one by one, with the total scores of RC
62	Table 4.5. Correlation between 1st main category of EI and its sub categories and reading comprehension
62	Table 4.6. Correlation between 2nd main category of EI and its sub categories and reading comprehension
63	Table 4.7. Correlation between 3rdmain category of EI and its sub categories and reading comprehension
63	Table 4.8. Correlation between 4th main category of EI and its sub categories and reading comprehension
63	Table 4.9. Correlation between 5thmain category of EI and its sub categories and reading comprehension

 

Lists of Graphs

Page	Graphs
65	Graph 4.1. It shows the weak relationship between emotional intelligence and reading comprehension
66	Graph (4.2 &3). They show a big difference between the EI and RC `s mean scores
68	Graphs 4.4. The frequency graphs of the participants` answers to the 90 items of EI test

 

List of Abbreviations

 

EI Emotional intelligence

EQ Emotional Quotient

EQ-I Bar-On Emotional Intelligence Quotient Inventory

IQ Intelligence Quotient

RC Reading Comprehension

Abstract

The Relationship between Emotional Intelligence and Reading Comprehension: A Case Study of Junior Students of Bandar Abbas Islamic Azad University

 

The aim of the present research was to investigate the relationship between emotional intelligence and reading comprehension of junior students of Bandar Abbas Islamic Azad University majoring in English. 60 students took part in this research and it is worth mentioning that gender had no role in this study. The participants were asked to answer two different tests: first, a short form of Bar-on`s emotional intelligence test consists of 90 questions and second, a TOEFL reading comprehension test including 4 passages and 30 questions. Comparing the mean scores of the two tests indicated a weak relationship between these two variables. As the obtained results depicted emotional intelligence had significant correlation with the participants’ reading comprehension abilities (r=0.29) but, this relation was not to the extent that is expected to be.

Key terms:emotion, intelligence, emotional intelligence, emotional quotient, reading, and reading comprehension.

 

 

 

Chapter one

Introduction

 

 

 

1.1 Introduction

This chapter presents a brief background to the study ofEmotional IntelligenceandReading Comprehension. Then it will be followed by the significance and objective of the study, research question and hypothesis, limitations and delimitations of the study and finally, the definitions of key terms.

1.2 Background

A comprehensive initial theory of emotional intelligence (EI) that could be measured appeared 20 years ago in the scientific literature (Mayer, Salovey, & DiPaolo, 1990; Salovey & Mayer, 1990). Thus, the term emotional intelligence was first introduced by Salovey and Mayer (1990) in the early 1990s and was made popular by Daniel Goleman with the 1995 publication of his book,Emotional Intelligence: Why It Can Matter More Than IQ. But, the earliest roots of emotional intelligence can be found in Charles Darwin’s work on the importance of emotional expression for survival and, second, adaptation (Bar-On, R., 2006). In 1872, Charles Darwin published the first known work on the importance of emotional expression for survival and adaptation, a component of emotional-social intelligence (Bar-On, 2005). Then, educators and policy makers have become increasingly aware of the significance of providing students with educational opportunities that enhance their emotional development (Graczyk, Weissberg, & Payton, 2000). In the field of psychology the roots of emotional intelligence can be traced back to the beginnings of the intelligence testing movement when, in 1920, E. L. Thorndike was the first to identify the aspect of emotional intelligence as social intelligence (Goleman, 2001, p. 16). According to Thorndike (1920), the concept of social intelligence refers to the “ability to understand and manage men, women, boys, and girls and to act wisely in human relations” (p. 228). E.L. Thorndike used the term to describe the skill of understanding and managing other people. Goleman (2001) says that Howard Gardner revitalized the concept of emotional intelligence with his model of multiple intelligences. In 1983, Howard Gardner’sFrames of Mind: The Theory of Multiple Intelligencesintroduced the idea of multiple intelligences which included bothinterpersonal intelligence(the capacity to understand the intentions, motivations and desires of other people) andintrapersonal intelligence(the capacity to understand oneself, to appreciate one’s feelings, fears and motivations). In Gardner’s point of view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability (Smith, M.K., 2002). Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that his models of intelligence would not be completed until he could adequately describe these factors (Bar-On, R., 2006). However, in 1988, Reuven Bar-On is reported as the first to assess emotional intelligence, it is reported that Bar-On used the term emotional intelligence (EQ) in his doctoral dissertation long before it gained popularity as a name for emotional intelligence and long before Salovey and Mayer published their first model of intelligence (Goleman, 2001). Salovey and Mayer (1990) describe emotional intelligence as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p. 189). As they describe emotional intelligence is the ability to perceive emotion, to access and generate emotions so as to assist thought; to understand emotions and emotional knowledge; to reflectively regulate emotions so as to promote emotional and intellectual growth. They also believe that there are four parts to emotional intelligence, which include (a) perceiving emotions, (b) using emotions to assist thought, © understanding emotions, and (d) managing emotions. In order for a person to be emotionally intelligent, they should be skilled in all four of these areas (Salovey & Mayer, 1990). However, in comparison, Goleman (1995) posits that emotional intelligence consists of five components: (a) knowing our emotions (self-awareness), (b) managing them, © motivating ourselves, (d) recognizing emotion in others (empathy), and (e) handling relationships.

Here, is a brief history ofEmotional Intelligenceby Kendra Cherry as cited in (psychology.about.com):

• 1930s – Edward Thorndike describes the concept of “social intelligence” as the ability to get along with other people.

• 1940s – David Wechsler suggests that affective components of intelligence may be essential to success in life.

• 1950s – Humanistic psychologists such as Abraham Maslow describe how people can build emotional strength.

• 1975 – Howard Gardner publishesThe Shattered Mind, which introduces the concept of multiple intelligences.

2-3-1- پرتقال (Citrus sinensis) 20

2-3-2- نارنگی ها (C. reticulate) 21

2-3-3-گریپ فروت (C. paradise) 21

2-3-4-لیمو ترش(C. limon) 21

2-3-5- نارنج (C. aurantium) 22

2-4-………………………………………………………………………………………… ارزش غذایی و ترکیبات میوه. 24

2-5-…………………………………………………………………………………………………………… ازدیاد مرکبات.. 25

2-6-…………………………………………………………………………………………………. شرایط اقلیمی مركبات.. 26

2-7-…………………………………………………………………………………………………. تغذیه درختان مركبات.. 28

2-7-1- عناصر پرمصرف.. 29

2-7-1-1- ازت (نیتروژن) 29

2-7-1-2- فسفر. 30

2-7-1-3- پتاس… 31

2-7-1-4- کلسیم.. 31

2-7-1-5- منیزیم.. 32

2-7-2-عناصر كم مصرف.. 32

2-7-2-1- آهن.. 32

2-7-2-2- روی.. 33

2-7-2-3- منگنز. 34

2-7-2-4- مس…. 34

2-7-2-5- بر. 34

2-7-2-6- مولیبدن.. 35

2-7-3- تاثیر عناصر مختلف بر مرکبات و علایم کمبود آنها 36

2-7-4- میزان کود. 37

2-7-5- زمان و نحوه مصرف کودها 37

2-7-6-……………… کود حیوانی.. 38

2-7-7-…………….. کودهای زیستی.. 39

2-7-7-1-نیتروکسین( ازتوباکتر – آزوسپیریلیوم) 42

2-7-7-2- کود فسفاته بارور-2. 45

2-7-7-3- هیومیک اسید. 48

فصل سوم: مواد و روش ها 53

3-1- شرایط انجام پژوهش…. 54

3-2- مواد گیاهی.. 54

3-3- تیمارهای آزمایشی.. 55

3-4- صفات مورد اندازه گیری.. 55

3-5- طرح آزمایشی و آنالیز آماری.. 58

فصل چهارم: نتـــایج.. 60

4-1- ویژگی های کمی عملکرد. 61

4-1-1- تعداد میوه. 62

4-1-2- عملکرد میوه. 63

4-1-3- اندازه میوه. 64

4-2- ویژگی های کیفی میوه…………….. 65

4-2-1- حجم آب میوه. 67

4-2-2- مواد جامد محلول میوه (TSS) 67

4-2-3- اسید میوه. 68

4-2-4- نسبت بریکس به اسید قابل تیتر. 69

4-2-5- رنگ میوه. 70

فصل پنجم: بحث و نتیجه گیری.. 75

5-1- ویژگی های کمی میوه. 76

تعداد میوه در درخت… 76

عملکرد درختان پرتقال.. 78

متوسط وزن و قطر میوه. 79

3-6- ویژگی های کیفی میوه. 80

جمع بندی.. 83

پیشنهادات.. 85

منابع.. 86

فهرست جدول ها

جدول 1-1- میزان تولید مركبات در كشورهای عمده جهان.. 6

جدول شماره 1-2. پراکندگی انواع مرکبات در استانهای کشور. 22

جدول شماره 2-2. مقدار مواد معدنی موجود در یک تن میوه پرتقال. 24

جدول 3-2. حداقل درجه حرارت قابل تحمل گونه های مختلف مركبات (برحسب سانتی گراد) 27

جدول 4-2- حد بهینه عناصر غذایی كم مصرف و پرمصرف در پرتقال. 38

جدول 1-3. ویژگی های فیزیکوشیمیایی خاک مورد استفاده. 54

جدول 1-4. نتایج تجزیه واریانس صفات کمی میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 61

جدول 4-2- نتایج تجزیه واریانس صفات کیفی میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 66

جدول 4-3- نتایج تجزیه واریانس شاخص های رنگ میوه درختان پرتقال والنسیا در پاسخ به کاربرد کودهای زیستی. 71

فهرست شکل ها

شکل 1-1- نواحی عمده کشت و کار مرکبات در ایران.. 7

شکل 1-2. نمایی از کود نیتروکسین مورد استفاده در این پژوهش، حاوی (ازتوباکتر و آزوسپیریلیوم) 45

شکل 2-2. نمایی از کود فسفاته بارور مورد استفاده در این پژوهش…. 48

شکل 3-2. نمایی از کود هیومیک اسید مورد استفاده در این پژوهش. 52

شکل 1-3. دستگاه رفرکتومتر مورد استفاده در تعیین مقدار TSS در آب میوه پرتقال. 56

شکل 2-3. تشکیل رنگ صورتی به عنوان نقطه پایان تیتراسیون اسید های آلی میوه. 57

شکل 3-3. دستگاه کرومامتر Minolta CR400 مورد استفاده در اندازه گیری رنگ میوه. 58

شکل 4-3. نقشه طرح آزمایشی در محل انجام پژوهش. 59

اسید هیونیک=AH، نیتروکسین=N و بارور2=B2. 59