The Relationship Between Emotional Intelligence and Attitudes Toward Computer-based Instruction of Postsecondary Hospitality Students

This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with content. Computer-based technology is widely used in teaching; however, inappropriate application of this technology is likely to result in less than acceptable outcome. In this study, the emotional intelligence of 92 students was assessed using Bar-On's EQ-i:S. Subsequently, students were directed to specific computer-based instructional methods; then their attitudes toward their respective method were assessed using Keller's Instructional Material Motivation Survey (IMMS). In general, students expressed a preference towards the interactive, non-linear, unstructured form of computer-based instruction; however, attitudes associated negatively with emotional-social intelligence for students identified as possessing low-average emotional-social intelligence. The findings and implications are discussed and recommendations for future practice and research are offered.