| The research topic is the effect of emotional intelligence (EI) on learning and leadership in adult learners with a specific focus on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). The objective was to investigate the effect of MSCEIT testing on adult learners, in an attempt to promote cognitive change in undergraduate students. The purpose of the research was to relate adult learners' awareness of perceiving and understanding emotions to learning and their awareness of using and managing emotions to leadership. The subjects were undergraduate adult learners attending Sauk Valley Community College in Dixon, Illinois. The study used quantitative bivariate correlation and regression methods for investigation of the variations and factors between EI, learning, and leadership by examining educational relationships in undergraduate students. The main findings of the data analysis suggest the MSCEIT scores indicate a strong predictor between Total EI and Area Score-A, explaining 72.8% of the total variance of performance (r 2 = 0.728, p < 0.001). Area score-A represents Experiential Emotion that Perceives Emotion as Branch B1 and Facilitates Emotion as Branch B2. The main findings of the data analysis suggest the MSCEIT scores indicate a strong predictor between Total EI and Area Score-B, explaining 76.3% of the total variance of performance (r2 = 0.763, p < 0.001). Area Score-B represents Strategic Emotional Intelligence that Understands Emotions as Branch B3 and Manages Emotions as Branch B4. The relationship between Section 2 F (sensations) and Section 2 B (facilitations) and the significance of the domain of EI ( p > -0.017) was not as expected. Therefore, the overall results of the MSCEIT data analysis indicate a person's EI may be a key determinant of both learning and leadership. |
