TY  - JOUR
T1  - An Investigation of the Relationships among 21st Century Skills, E-Learning Styles, and Emotional Intelligence Levels of Prospective Mathematics and Science Teachers
TT  - An Investigation of the Relationships among 21st Century Skills, E-Learning Styles, and Emotional Intelligence Levels of Prospective Mathematics and Science Teachers
AU  - Polat, Mahmut
AU  - Kaya, Deniz
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.18009/jcer.1643577
JF  - Journal of Computer and Education Research
JO  - JCER
PB  - Tamer KUTLUCA
WT  - DergiPark
SN  - 2148-2896
SP  - 763
EP  - 789
VL  - 13
IS  - 26
LA  - en
AB  - This study examines the relationships among prospective teachers' 21st century skills, e-learning styles, and emotional intelligence levels, as well as their variations based on demographic factors. A survey design was utilized, incorporating general survey, causal-comparative, relational survey, and predictive correlational approaches. The sample comprised 296 prospective teachers enrolled in mathematics and science education programs. Data were collected using the 21st Century Skills Scale, E-Learning Styles Scale, Schutte Emotional Intelligence Scale, and a demographic information form. Descriptive statistics, t-tests, ANOVA, Pearson correlation, and multiple linear regression analyses were conducted. Findings revealed significant differences in independent learning by field of study and in entrepreneurship, innovation, verbal, independent, and logical learning by gender. Academic achievement influenced information and technology literacy, critical thinking, and various learning skills. Daily internet use affected information literacy, critical thinking, and active learning. Significant correlations were found between 21st century skills, e-learning styles, and emotional intelligence. Various recommendations have been proposed based on the findings.
KW  - Emotional intelligence
KW  - e-learning style
KW  - prospective teacher
KW  - 21st century skills
N2  - This study examines the relationships among prospective teachers' 21st century skills, e-learning styles, and emotional intelligence levels, as well as their variations based on demographic factors. A survey design was utilized, incorporating general survey, causal-comparative, relational survey, and predictive correlational approaches. The sample comprised 296 prospective teachers enrolled in mathematics and science education programs. Data were collected using the 21st Century Skills Scale, E-Learning Styles Scale, Schutte Emotional Intelligence Scale, and a demographic information form. Descriptive statistics, t-tests, ANOVA, Pearson correlation, and multiple linear regression analyses were conducted. Findings revealed significant differences in independent learning by field of study and in entrepreneurship, innovation, verbal, independent, and logical learning by gender. Academic achievement influenced information and technology literacy, critical thinking, and various learning skills. Daily internet use affected information literacy, critical thinking, and active learning. Significant correlations were found between 21st century skills, e-learning styles, and emotional intelligence. Various recommendations have been proposed based on the findings.
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UR  - https://doi.org/10.18009/jcer.1643577
L1  - https://dergipark.org.tr/tr/download/article-file/4626170
ER  -