ABSTRACT
Since the 1990s there has been an increasing interest in emotional intelligence and its relationship to motivation. In this chapter the authors draw on empirical work involving a study of students undertaking a computer course. Several of the class struggled to complete their programme of study, due to problems of fitting it in with work and personal commitments, and many were dissatisfied with the teaching approach. Half of the original class dropped out of the course. This account examines how these adults coped with their emotional difficulties and makes practical suggestions about how tutors might utilize emotional intelligence to improve teaching and learning.
Research into motivation in adult learning has tended to focus on the individual’s motives for attending courses and the obstacles that may prevent attendance (La Valle and Blake 2001; McGivney 2001). Intrinsic and extrinsic motives have been identified (McGivney 1995; Woodley et al. 1987), while studies of drop out have highlighted issues including inappropriate placement of students on courses, students’ prior expectations and the poor quality of resources in colleges (McGivney 1996; Martinez and Munday 1998). Blaxter (1999) found that life crisis events and an unsafe and insecure social living environment kept students away from classes. Interpersonal relationships within the class were also important, a finding supported by Goodwin (1996) who identified unsatisfactory class organization as influencing drop out.
