English abstract
This study aimed to investigate the role of emotional intelligence in predicting
the self-efficacy of mathematical thinking among the students of the fourth basic grade
in Buraimi Governorate. To achieve the study's objectives the researcher adopted the
predictive methodology. The sample consisted of 150 students selected by cluster and
sample random techniques. The study's tools were: Mathematical Thinking Scale
provided by the researcher, Self-efficacy Scale for Children (SEQ-C) (Muris, 2001),
and Bar-On Emotional Intelligence scale (2002). The content validity of the tools were
measured, and the interned consistency reliability obtained by Cronbach Alpha. The
results of the study showed a statistically significant correlation between mathematical
thinking, self-efficacy, and emotional intelligence. The self-efficacy variable predicted
mathematical thinking, when emotional intelligence was a mediator. The results also
showed that gender, and the type of school had an impact on the prediction of
mathematical thinking. To verify the structural equation modeling of the emotional
intelligence scale, the confirmatory factor analysis of the adopted model was performed,
and the results after the introduction of the amendment proposals showed a model was
corresponded to the study's data. Based on these results of the study, the researcher
recommended attention to the development of psychological factors that contribute to
the development of mathematical thinking, including self-efficacy and emotional
intelligence. It also recommended that the proposed model be used, with the suggestion
that further studies be applied to investigate the structural equation modeling of the
Emotional Intelligence scale.
