정서지능은 개인의 학습과 행동을 결정하는 주요 변인으로 폭넓게 인식되어 다루어지고 있음에도 이러닝 환경에서 정서지능의 역할에 대한 학문적 논의는 미비한 편이다. 본 연구는 학습자의 자기주도적인 역할이 특히 강조되는 이러닝 환경에서 중요성이 높아지고 있는 정서지능이 학업 성취도에 미치는 영향을 규명하고자 하였다. 서울시내 ``ㅅ`` 대학의 학생 30명을 대상으로 단기 이러닝 강좌를 운영하였으며 문용린(1997)의 정서지능 검사, 인지 및 태도 목표의 학업성취도 검사를 실시하였다. 그 결과 정서지능은 이러닝 환경에서 ``감정이입``을 제외하고는 전반적으로 인지영역의 학업성취도를 유의미하게 예측하지 못하였다. 그러나 정서지능이 태도영역의 학업성취도를 전반적으로 유의미하게 예측함과 동시에 특히 ``감정이입``과 ``정서인식`` 하위 정서지능 변인들이 학업성취도를 유의미하게 예측해주고 있었다. 본 연구결과는 특히 ``감정이입``의 학업성취도 예측 가능성을 인지 및 정의 영역 학습에서 공통적으로 확인해주고 있으며 정서지능을 개선하기 위한 지원프로그램의 필요성과 가능성을 제안하고 있다.
Emotional intelligence and emotional regulation as one of the sub concepts of emotional intelligence have been considered critical in daily life, learning, and education, since Bar-on (1997), Goleman (1995), and Mayer & Salovey (2000) have introduced their conceptual definitions and measurement scales and tools. And e-Learning as ``maximizing access to and interactions with various knowledge sources`` nowadays has become a norm in educational practices worldwide. Considering emotional intelligence has been dealt with as a critical variable deciding individual learning and behavior, however, there is still little discussion found on the roles of emotional intelligence in e-learning setting. The present study mainly aims to examine if emotional intelligence would be a significant variable in predicting cognitive and attitudinal learning achievement in e-learning context where learners are expected to develop better multi-cultural understanding in Korea. Various positions in defining and measuring emotional intelligence are available. Among them, ability- and trait-emotional intelligence are most commonly accepted differentiations (Petrides & Furnham, 2000, 2001; Mayer, Salovey & Caruso, 2008). The present study was conducted based on ability-emotional intelligence paradigm with a sample of 30 undergraduate students who took an Introductory Educational Methodology and Technology course. Their academic backgrounds were varied. An intensive one week e-learning module, ``Introduction to Multicultural Understudying`` has been delivered for individual learning first followed by group discussions. The individual learning materials include facts, laws and regulations, and case stories/news-clips/videos. The discussion activities were provided after each individual learning chapter cover issues related to discrimination toward immigrant workers and solutions. The level of emotional intelligence was measured with Moon`s 45-item questionnaire including ``perceiving emotions``, ``expressing emotions``, ``empathy``, ``managing emotions``, and ``using emotions``. Attitude toward immigrant workers was collected with an 11-item questionnaire before and after learning. Knowledge about immigrant workers was assessed with test items including laws and regulations, root causes of discrimination, and alternative solutions to resolve discrimination problems. The questionnaires were tested before and after learning. Results of multiple regression analyses revealed that ``ability`` emotional intelligence (R²=.183, p<.05), especially ``empathy`` (R²=.131, p<.05) and ``perceiving emotion`` (R²=.289, p<.00), predict improvement of positive attitude toward different cultures among the undergraduate students. However ``ability`` emotional intelligence did not generally predict improvement of cognitive understanding of different cultures among the undergraduate students except ``empathy`` (R²=0.211, p<.05). The findings of the present study confirm Kang and Koo`s finding suggesting that emotional intelligence is not generally predicting cognitive learning achievement among undergraduate students within individual online learning. However, ``empathy`` could act as a predictor of cognitive learning achievement. Concerning attitude learning, the present result show that emotional intelligence predict its learning achievement, as most of the longitudinal research done in the international community. Another point of concern is that ``empathy`` is probably the best predictor of academic achievement. The present study results implicate that there is a need to support or educate people to develop emotional intelligence competencies in daily life or through learning opportunities in order to achieve more positive effects in academic performances.