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examined university teachers' emotions in for managing the class or making it more
the classroom in a qualitative study. productive. Also, to receive a high score on
According to the findings, three themes a test of creative ability, a person‟s
based on emotions were identified. First, it responses must diverge from what is
was about intrinsic values and desirable customary (Sternberg & O‟Hara, 1999).
nature of professional teaching. Second, it Research was conducted in
was related to how much teachers' psychology and cognitive science on the
expectations of students' engagement were processes in which creativity may occur and
fulfilled. Lastly, it was shown that teaching as a result the sources and methods of being
was partially controlled. By the same token, creative have been enumerated as
Taxer and Frenzel (2015) studied 226 'Incubation' (e.g.: Smith, 2011), 'Convergent
secondary teachers from Germany. The and divergent thinking', (e.g.: Guilford,
result of this research indicated that teachers 1967), 'Creative cognition approach', (e.g.:
who genuinely expressed their positive Ward, 1995), 'The Explicit–Implicit
emotions were efficacious, mentally healthy, Interaction (EII) theory'(e.g.: Helie S., & Sun
felt related to their students, satisfied with R., 2010), 'Conceptual blending', (e.g.:
their jobs, and had a low level of emotional Koestler, 1964), 'Honing theory', (e.g.:
exhaustion. However, those who genuinely Gabora, & Saab, 2011)., and even to
expressed their negative emotions had low 'Everyday imaginative thought', (e.g.: Roese,
self-efficacy, poor physical and mental & Olson, (1995).
health, low job satisfaction, and high level of 2.3 Emotional Intelligence
emotional exhaustion. EQ is defined by Mayer, Salovey,
2.2 Creativity Caruso (2002) as the ability to perceive and
Regarding the etymology of the word express emotions, the ability to assimilate
'creative', Piirto (2004) asserts that it comes emotions in thought, to understand and try to
from Latin root 'creare' which means 'to help regulate emotions and feelings of self
make or produce'. The Latin term 'creō' is and others. Ebrahimi & Khoshsim
the root of the lexeme in the word creativity (2016:138) perceive it as the ability in
in the English. It means that something new individuals to grasp their own emotions,
and worthwhile is being created, whether inspire the individuals around them, and of
intangible (like an idea, a scientific theory) course positively manage their relations.
or tangible (like an invention). Eragamreddy Freedman and Jensen (2005) explained EI as
(2013:93) assumes that „creativity‟ or individual‟s ability to choose one's thoughts,
„creative thinking‟ reveal the kind of feelings, and actions artfully and
thinking that leads to new insights, novel consciously, in order to reach optimum
approaches, fresh perspectives, whole new outcomes in relationship with oneself and
ways of understanding and conceiving of others.
things. Michael Mumford suggested that EQ is explained as utilizing feelings,
"we seem to have reached a general thoughts, along with intuition in order to
agreement that creativity involves the solve problems. It also, based on an
production of novel, useful products" understanding of one‟s own and others‟
(Mumford, 2003, p. 110). Successful emotions, includes the ability to influence
intelligence theory posed by Sternberg and actions and thinking (Geher, 2004; Brackett,
O‟Hara‟s (2000), explained creativity as Rivers, & Salovey, 2011). Olatoye,
generating products or ideas that are original Akintude, and Yakasi (2010) emotional
and valuable. Thus, Fisher (2005) censures intelligence can be conceptualized as a set of
reproduced or stereotyped ideas which are acquired skills and competencies that predict
called creative, though they may be found positive outcomes at home with one‟s
fine or elegant. The achievement of new and family, in school and at work.
remarkable things that can significantly 2.4. Creativity, Emotions and EQ
change effort is the definition that Gardner There are signs and theories indicating
(1993) offered for it. Craft conceives a creativity's susceptibility to affective
difference between “little c” creativity which influences. Also, Furnham (2016) states that
concentrates on everyday creativity and “big there seems, however, to be far fewer studies
C” which carries a great impact on society, on EI and creativity; hence, the necessity of
but 50 definitions of creativity were conducting the current study. Isen (2002)
estimated by Rhodes (1961) in his “4-ps” argued that cognitive activities are
model. In the world of teaching, ideas and influenced by positive affects through three
theories are produced which are necessary primary effects. Broaden-and-build model of
Cite this article as: Ebrahimi, M. R., Heydarnejad, T. & Najjari, H. (2018). The Interplay among Emotions,
Creativity and Emotional Intelligence: A Case of Iranian EFL Teachers. International Journal of English
Language & Translation Studies. 6(2). 90-98.
Page | 92
The Interplay among Emotions, Creativity… Mohammad Reza Ebrahimi, Tahereh Heydarnejad & Hossein Najjari
Fredrickson (2001) also, proposes that the participants to ensure the reliability and
positive emotions like love and joy can honesty of their answers.
broaden one's available repertoire of actions 3.2.1 Emotions Questionnaire for Teachers
and cognitions which enhances creativity. (EQT)
Thus, it could be claimed that the number of Frenzel, Pekrun, and Goetz (2013)
cognitive elements available for association designed and validated Emotions
and the number of elements that are relevant Questionnaire for Teachers (EQT)
to the problem increase by positive (Appendix I) which is used to assess
emotions. Also, numerous meta-analyses enjoyment, anxiety, and anger. Khajavi,
(e.g.: Baas et. al., 2008 of 66 studies about Ghonsooly, and Hosseini Fatemi (2016)
creativity and affect) confirm the developed items for pride, shame, and
relationship between positive affect and boredom. Ranging from 'strongly disagree'
creativity. to 'strongly agree' each emotion is measured
Scientists in the related field have in the questionnaire by four items on a six-
investigated the probable links between point Likert type scale and the questionnaire
creativity and intelligence from the 1900s. has 24 items.
Even similar to the Intelligence Quotient 3.2.2 Bar-On Emotional Quotient Inventory
(IQ), efforts have been done to achieve a (Bar-On, 2004)
Creativity Quotient of an individual to The Emotional Quotient Inventory
assess an individual creative ability. The (EQ-i), EQ-360 & EQ-I: YV were
efforts could be divided to two main groups developed to assess the Bar-On model of
of Psychometric approach and Social- emotional-social intelligence. The EQ-I is a
personality approach, yet they were not self-report measure (Appendix II) designed
successful. Sternberg and O‟Hara (1999) to measure a number of constructs related to
suggested 5 likely links between intelligence EI. The EQ-i consists of 133 items and
and creativity: Creativity is a subset of produces an overall EQ score as well as
intelligence or vice versa, they are scores for the five composite scales and 15
overlapping, they are parts of the same subscales. The manual reports acceptable
construct (with Emotions and more levels of reliability of the test. The Persian
coincident set) or distinct constructs (disjoint version of the test was applied because
sets). A study by Geher, Betancourt, and Dehshiri (2003) asserted that the Persian
Jewell (2017) investigated the link between version of the test is both valid and reliable
a standard measure of emotion-detection considering Iranian culture. The total
ability and spontaneous measures of reliability of the questionnaire was 0.82,
creativity. They found a link between the estimated via Cronbach's alpha.
two. There might not be found a burgeoning 3.2.3 Teacher Creativity Scale (ELT-CS)
amount of research on teachers' creativity This scale (ELT-CS) contains 63 items
and its relationship particularly Emotional and each item is scored using a five-point
Intelligence, thus the researchers of the Likert scale from 1 (always) to 5 (never).
current study investigated it in relation with There are 7 subscales in ELT-CS: (1)
emotions and EQ. originality and elaboration, (2) fluency and
3. Methodology flexibility, (3) person, (4) press and
The convenient sampling procedure materials, (5) motivation, (6) autonomy, and
was utilized to select participants to (7) brainstorming.
participate in the present correlational study. After filling the questionnaires, all the
The profile of the subjects followed by teachers were interviewed and the amount of
explanations on the utilized instruments will care and honesty reflected in filling the
be presented. questionnaires was closely examined, as
3.1 Participants there is always the possibility of lack of
Subjects were 160 Iranian Language paying attention on the part of participants
Institutes EFL teachers in Khorasan, Iran while filling the questionnaires.
who filled 480 questionnaires; thus, each 4. Results
participant filled 3 questionnaires. The Results of the study are presented in
participants' profile goes as follows: they the current section.
were between 23 and 37 years old with 1 to
16 years of teaching experience. Out of 160
teachers, 84 were females and 76 males.
3.2 Instruments
Three questionnaires were utilized in
the study followed by an interview with all
Cite this article as: Ebrahimi, M. R., Heydarnejad, T. & Najjari, H. (2018). The Interplay among Emotions,
Creativity and Emotional Intelligence: A Case of Iranian EFL Teachers. International Journal of English
Language & Translation Studies. 6(2). 90-98.
Page | 94
The Interplay among Emotions, Creativity… Mohammad Reza Ebrahimi, Tahereh Heydarnejad & Hossein Najjari
Below, the correlation table: 2 shows Actualization (r =0.095, p > 0.05) happiness
that the first figure is correlation coefficient (r =0.060, p > 0.05), Problem solving (r
(r) the second one is significance level (p) =0.096, p > 0.05), optimism (r =0.119, p >
in cases that p<0.05the relationship is 0.05), impulsiveness (r =0.135, p > 0.05)
significant, and it is marked by **. stress tolerance (r =0.176, p > 0.05),
Table 2: Correlation coefficients among EQ and flexibility (r =0.099, p > 0.05), reality
Emotions components testing (r =0.136, p > 0.05), assertiveness (r
=0.059, p > 0.05) emotional self-awareness
(r =0.102, p > 0.05) yet a positive and
significant relationship between ELT-CS
and Self-reflection (r =0.220, p < 0.05)
exists.
5. Discussion
The current study was done to
examine the interplay between EQ,
creativity and emotions. The researchers
found no relationship between EQ and
creativity, however, EQ components
positively and significantly influence
positive emotions and the reverse is true for
negative emotions; EQ influences negative
emotions, negatively and significantly.
The findings of the current study
There is a negative and significant confirm the findings of Torrance, 1975;
relation between EQ and Enjoyment (r = - Richards, 1976; Runco & Albert, 1986;
0.506, p < 0.05), EQ and Pride (r =-0.467, p Wallach & Kogan, 1965. It could be
< 0.05) a positive and significant relation explained that when creativity is assessed by
between EQ and Anxiety (r = 0.457, p < performance tests, the correlation between is
0.05), EQ and anger (r =0.487, p < 0.05), not high at all, supporting the model of
EQ and shame (r =0.470, p < 0.05), disjoint constructs. As an example, an
boredom (r =0.574, p < 0.05). analysis of 388 correlations between
Table: 3 Coefficient correlations among EQ creativity and intelligence demonstrated that
components and Creativity the measures correlation varied from .06 to
.21. A number of other studies found rather
low correlations between intelligence and
creative ability (Runco & Albert, 1986;
Torrance, 1975; Wallach & Kogan, 1965),
supporting the notion that these constructs
are mostly distinct mental abilities and
confirming the findings of the current study.
The results of the current study
disconfirm the results of Cooper and Sawaf
(1997) and Akinboye (2003). Adeboye
(2003) claimed that whenever individuals
need to be creative, they tend to be in an
emotional state.
Finding no significant relationship
between EQ and creativity among EFL
learners is supported by other parallel
studies, although the current study
investigated it among EFL teachers.
Hashemi (2009) investigated EQ in relation
to emotional creativity, and creativity and
her findings implied no significant
relationship among the students majoring in
There is no significant relationship different subjects.
between ELT-CS and empathy (r =0.063, p Also, regarding the links between
> 0.05), independence (r =0.060, p > 0.05), Creativity and emotions, the results of the
interpersonal relations (r =0.048, p > 0.05), present research confirm the results of
social relations (r =0.122, p > 0.05), Self- various meta-analyses like what Baas and
colleagues (2008) conducted on 66 studies Dehshiri, R. (2003). The Reliability and validity
about creativity and affect, which confirm of EQ-i in Iran’s context . Unpublished
the relationship between positive affect and master‟s thesis, Allame Tabataba‟i
creativity. University, Tehran, Iran.
Ebrahimi, M. R. & Khoshsim, H. (2016). Impact
6. Conclusion
of Emotional Intelligence Enhancement
Emotions must be thought of as very
on Test Anxiety among EFL Learners: an
powerful potentials in human being as love Experimental Study. International Journal
or hatred could do a lot of changes, and their of English Language & Translation
role must not be neglected in the very Studies. 4(1), 136-145.
important endowment of education. Eragamreddy, N. (2013). Teaching Creative
Although they were not found to be Thinking Skills. International Journal of
significantly related to creativity, their English Language & Translation Studies.
positive relationships exist as it was shown 1(2). 91-105.
in the results section of the study. The Fahim, M., & Zaker, A. (2014). EFL learners‟
current study shall be replicated across creativity and critical thinking: Are they
different age groups of learners with wider associated? Humanising Language
Teaching, 16(3), 1-11. Retrieved from
populations and even across different http://www.hltmag.co.uk/jun14/mart01.ht
cultures and the relationship could be tested m
by other questionnaires. Provided that more Fredrickson, B. L. (2001). The role of positive
promising results would be reached, more emotions in positive psychology: The
investment on Emotions and emotional broaden-and-build theory of positive
intelligence enhancement seems to be emotions. American Psychologist, 56,
necessary. 218-226.
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Cite this article as: Ebrahimi, M. R., Heydarnejad, T. & Najjari, H. (2018). The Interplay among Emotions,
Creativity and Emotional Intelligence: A Case of Iranian EFL Teachers. International Journal of English
Language & Translation Studies. 6(2). 90-98.
Page | 96
The Interplay among Emotions, Creativity… Mohammad Reza Ebrahimi, Tahereh Heydarnejad & Hossein Najjari
Cite this article as: Ebrahimi, M. R., Heydarnejad, T. & Najjari, H. (2018). The Interplay among Emotions,
Creativity and Emotional Intelligence: A Case of Iranian EFL Teachers. International Journal of English
Language & Translation Studies. 6(2). 90-98.
Page | 98