فهرست نشریات علمی دسترسی آزاد ایران

INTRODUCTION: Emotional intelligence and learning strategies are among the major requirementsfor success and academic achievement. The present research was designed and carried out toexplore the relationship of emotional intelligence with learning strategies in postgraduate students.METHODS: The study employed a cross‑sectional design and was conducted at Kerman University ofMedical Sciences in 2018. Using the emotional intelligence questionnaire by Bradberry and Greavesand a researcher‑made questionnaire of learning strategic, we assessed the relationship of emotionalintelligence with learning strategies in postgraduate students using a census method (n = 338).Data were analyzed using descriptive statistics including mean and standard deviation and analyticstatistics such as Kolmogorov–Smirnov test, ANOVA, t‑test, and Pearson’s correlation coefficientat P < 0.05 significance level.RESULTS: This study showed that the mean emotional intelligence score of postgraduate studentswas 91.12 ± 13.92 and also no significant relationship between the learning strategies and theemotional intelligence in the participants, but the emotional intelligence components showed apositive significant relationship with the learning strategy components, namely self‑efficacy, rehearsal,critical thinking, cognitive self‑regulation, time and study environment management, peer learning,and help‑seeking.CONCLUSION: It could be stated that emotional intelligence components can be taught and fosteredto improve the emotional intelligence of the learners, optimal learning, and the quality of educationaloutcomes. However, a learning strategy is a natural, habitual, unique, and fixed preferential methodthat serves to absorb, process, and maintain new information and skills. In other words, reinforcementof emotional intelligence facilitates learning.