A Gender Difference in Emotional Intelligence and Self-Regulation Learning Strategies: Is it true?

Self-regulation learning (SRLS) and emotional intelligence constructs among youth considering effectiveness and enhancement of optimization and quality of life. The research sample composed of 200 students who studied at Iranian universities in 2016-17 academic year. SRLS and Goleman's emotional intelligence questionnaire were utilized in this research. Collected data was analyzed using Pearson’s correlation coefficient and multivariate regression technique. Scores of goal setting and planning (p=0.009) and self-consequating (p=0.021) were higher among females, and those of support from teacher (p=0.014), notes review (p=0.001), and homework review (p=0.004) were higher among males. Furthermore, regarding emotional intelligence, scores of self-motivation (p=0.012) and social skills (p=0.008) were higher among males. Goal-setting and planning for these strategies help people organize materials more easily, and understand that, self-consequating includes learner’s judgement about his/her own capabilities, and this self-trust contributes to better implementation of his/her cognitive skills in his/her studies. Regarding the support from teacher, notes review and homework review among males, which fall within the scope of resource management strategies, by organizing learning environment, seeking support from parents and teacher, and adjusting efforts help the learner either eliminate or attenuate distraction, and the fact that others can help us. Furthermore, both note taking and note reading contribute to better recovery of information from memory. This strategy includes administrating or regulating one’s own and others’ emotions, appropriate adoption of those in human relationships, controlling instantaneous desires, and confronting opposite or negative emotions. Being composed of self-motivation and social skills, this strategy has higher levels among males.