ABSTRACT
Success in school depends on pupils having strong emotional intelligence. In the battle against aberrant conduct, improving a person's emotional and social control is essential. Blended learning settings were the subject of this study, which assessed students' emotional intelligence and learning styles. Blended learning is a new educational approach that arose as a result of the blending of classroom instruction with internet resources. However, this study also examined the impact that cognitive engagement plays in the association between learning styles and emotional intelligence. To measure emotional intelligence, cognitive engagement, and learning styles, 340 students in Hunan Province, China, completed a 26-item paper-based questionnaire. Personality traits and self-consciousness were also included in the evaluation of emotional intelligence. Structural equation modeling was performed using SmartPLS software to uncover the connections between the variables. According to the research, self-consciousness and self-disciplined have a clear, significant, and favorable relationship with learning styles. Cognitive engagement was also found to have significant and favorable indirect correlations with learning styles for the four components of emotional intelligence (selfconsciousness/self-disciplined/emotional management/learning styles). COVID-19 showed students had more difficulty developing learning styles in mixed learning contexts, but emotional intelligence helped them to achieve When students are actively engaged in their learning through cognitively challenging assignments, learning styles and emotional intelligence are more closely linked. To improve students' emotional and cognitive engagement, institutions might use a number of different assessments. The study also examined the consequences for academics, practitioners, and the management of the institution. [ABSTRACT FROM AUTHOR] Copyright of Journal of Pharmaceutical Negative Results is the property of ResearchTrentz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)