Understanding Engagement in Context: The Role of Cultural Orientation and Trait Emotional Intelligence among Pre-Service Teachers in Kuwait

Yousef T. Alardhi

doi:10.35516/Edu.2025.12327

Authors

Yousef T. Alardhi Department of Educational Psychology, College of Education, Kuwait University, Kuwait https://orcid.org/0009-0008-6281-8445

DOI:

https://doi.org/10.35516/Edu.2025.12327

Keywords:

Cultural Orientation, Individualism/Collectivism, Agentic Engagement, Emotional Intelligence, Teacher Education

Abstract

Objective: This study aims to explore the relationship between cultural orientations (individualism and collectivism), the trait of emotional intelligence, and active participation among pre-service teachers in Kuwait. It seeks to address the scarcity of previous studies on active participation within collectivist cultural contexts by analyzing the impact of different cultural orientations on students’ active engagement in learning environments and examining the mediating role of emotional intelligence in these relationships.

Methods: The study involved 416 pre-service teachers from the College of Education at Kuwait University. A questionnaire was used as the main data collection tool, comprising three validated scales: the Cultural Orientation Scale, the Trait Emotional Intelligence Scale, and the Active Participation Scale. To test the research hypotheses, the data were analyzed using descriptive statistics and mediation analysis.

Results: The findings revealed that both individualism and collectivism positively predicted active participation, contradicting traditional assumptions that collectivist values restrict initiative-taking and independent behavior. The results also showed that emotional intelligence partially mediated the relationship between all dimensions of cultural orientation and active participation, highlighting the importance of emotional competencies in navigating cultural expectations.

Conclusion: The results suggest that cultural values do not necessarily hinder active learning behaviors but may shape how they are expressed. The study emphasizes the importance of considering both cultural and emotional contexts when designing educational activities, especially in collectivist settings like Kuwait. It also highlights the value of culturally responsive learning activities and the need for training programs that foster emotional intelligence in teacher preparation programs.

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