Relationship between prospective science teachers' learning approaches and emotional intelligence: A comparative investigation of other programs

Abstract: This study aims to explore the relationship between the emotional intelligence and learning approaches of prospective science teachers through comparison with prospective teachers from some other programs. A quantitative perspective has been adopted, and survey method has been used. Schutte Emotional Intelligence Scale and Learning Approach Scale have been used for data collection. The obtained data have been transferred to the SPSS 22 package programs and analyzed in line with the sub-objectives. The study group consists of a total of 1891 prospective teachers studying in the 1st, 2nd, 3rd and 4th grades in some programs of a university in the Western Black Sea Region of Turkey during the fall semester of the 2015-2016 academic year. Since the validity and reliability studies of the scales are up to date, no additional validity or reliability study has been carried out. It has been concluded that there is a significant relationship between prospective science teachers' emotional intelligence and learning approaches. The evaluations made for each independent variable on the basis of sub-problems have indicated significant differences in general. In the light of the obtained results, suggestions are made to teachers, researchers, and prospective teachers wishing to have knowledge in these matters. Key Words: Emotional intelligence, learning approaches, prospective science teachers.