Author(s)

Hamed Ghaemi ¹, Mona Bayati ²

Affiliation(s)

¹ Bahar Institute of Higher Education, Mashhad, Iran
² Department of English, Azad University, Iran

Corresponding Author

Hamed Ghaemi

ABSTRACT

The Present study examined the relationship between Emotional Intelligence (EI), Burn out (BO) and Translation Competence (TC) of 34 Iranian Experienced translators using Structural Equation Modeling (SEM). In the first phase, non–modeling approach, the research questions were explored through traditional correlation and regression analyses. The findings of this part showed that emotional intelligence had a statistically significant relationship with translation competence. However, the relationship between translators’ burnout and translation competence was not statistically significant. In the second phase, modeling approach was employed to examine the relationship between EI, BO and TC through structural equation modeling. Having analyzed the data through LISREL, the researchers found a significant relationship between EI and TC, confirming the findings of the first phase. The results reflected that emotional intelligence is a significant predictor of the participants' translation competence. On the contrary, burnout was not making a significant contribution to the prediction of translation competence of experienced translators. The findings depicted that as the translators’ translation competence increases, the probability of burn out decreases. Structural equation modeling approach to this study has brought about the same results, confirming the results of the first part of study. Translator trainers can foster emotional intelligence among their trainees to get better learning outcomes.

KEYWORDS

Emotional Intelligence, Translation Competence, Burnout, Structural equation Modeling, LISREL, Translation Studies translators

CITE THIS PAPER

Hamed Ghaemi, Mona Bayati, A Structural Equation Modeling of the Relationship Between Emotional Intelligence, Burnout and Translation Competence of Experienced Translators. Transactions on Comparative Education (2022) Vol. 4: 30-42. DOI: http://dx.doi.org/10.23977/trance.2022.040104.

REFERENCES

[1]  Alavi, S. M., & Ghaemi, H. (2013). Reliability assessment and construct validation of translation competence questionnaire (TCQ) in Iran. Language Testing in Asia, 3(1), 1-10.
[2] Alves, F., Goncalves, J., & Rothe-neves, R. (2019). In Search of a Definition of Translation Competence: The Structure and Development of an Ongoing Research Project. P.46-49.
[3] Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description and summary of psychometric properties.
[4] Bollen, K A, & Long, S J (2020) Testing Structural Equation Models. SAGE Focus  
[5] Brackett, M.  & Katulak, N. (2007) Emotional intelligence in the classroom. Skill-based training for teachers and translators. In Ciarrochi, Joseph/Mayer, John (eds.) Applying emotional intelligence. New York: 1–28.
[6] Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American educational research journal, 31(3), 645-673.
[7] Ciarrochi, J, Mayer, J (eds.) (2007): Applying emotional intelligence. A practitioner's guide. New York.
[8] Elias, M, Arnold, H, Hussey, C. (2003). EQ + IQ = best leadership practices for caring and successful school. California.
[9] Elias, M. J., Bruene-Butler, L., Blum, L., & Schuyler, T. (2017). How to launch a social and emotional learning program. Educational Leadership, 54, 15–19.
[10] Evers, W. J., Brouwers, A., & Tomic, W. (2002). Burnout and self‐efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands. British Journal of educational psychology, 72, 227-243.
[11] Goleman, D. (2019) Emotional intelligence. Issues in paradigm building. In Cherness, C. & Goleman, D (eds.) The emotionality intelligent workplace. San Francisco: 13–26.
[12] Grewal, D,  Salovey, Peter (2005) Feeling smart. The science of emotional intelligence. American Scientists, 93, 330–339.
[13] Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of autism and developmental disorders, 33(6), 583-593.
[14] Kelly, D. (2005): A Handbook for Translator Trainers, Translation Practices Explained Series, Manchester, St. Jerome Publishers.
[15] Kelly, D. A. (2002). “Un modelo de competencia traductora: bases para el diseño curricular”. Puentes. Hacia nuevas investigaciones en la mediación intercultural 1. 9-20.
[16] Kiraly, D. (2019). Pathways to Translation. Pedagogy and Process, The Kent State. University Press.
[17] Kuzsman, F. L., & Schnall, H. (1987). Managing teachers' stress: Improving discipline. The Canadian School Executive, 6(3), 10.
[18] Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of organizational             behavior, 2(2), 99-113. 
[19] Maslach, C., Jackson, S., & Leiter, M. (2016). Maslach Burnout Inventory Manual. Mountain View, California: CPP: Inc.
[20] Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2019). Job burnout. Annual Review of Psychology, 52, 397–422.
[21] Matthews, G., Roberts, R. D., & Zeidner, M. (2003). Development of emotional intelligence: A skeptical––but not dismissive––perspective. Human Development, 46, 109–114.
[22] Mayer & Salovey, 2017). J. D. Mayer & P. Salovey, What Is Emotional Intelligence? (2017). In P. Salovey and D. Sluyter (Eds.), Emotional Development, Emotional Literacy, and Emotional Intelligence. New York: Basic Books.
[23] Mayer, J. D., & Cobb, C. D. (2020). Educational policy on emotional intelligence: Does it make sense? Educational Psychology Review, 12, 163–183.
[24] McClelland,D.C.(1973). Testing for competence rather than for intelligence, American Psychologist, 4.43.
[25] Neubert, A. (2020)  Competence in Language, in Languages, and in Translation, in C. Schäffner and B. Adab (eds.) Developing Translation Competence, Amsterdam, John Benjamins, pp. 3-18.
[26] Nord, C. (2010). "Training Functional Translators." Cadernos de traducao. N.p., 2020. Web 20. Sept.
[27] Nord.  C. (2019) Text Analysis in Translation. Amsterdam: Editions Rodopi B.V.
[28] PACTE (2003): Building a Translation Competence Model, in Alves, F. (ed.) Triangulating Translation: Perspectives in Process Oriented Research, Amsterdam, John Benjamins, p. 43-66.
[29] Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, 163–172.
[30] Pasi, R. J. (2017). Success in high school and beyond. Educational Leadership, 54, 40–42.
[31] Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, 277–293.
[32] Pines, A. M. & Aronson, E. (1988) Career burnout: Cause and cures. New York: Free Press.
[33]Pishghadam, R. (2009).   A Quantitative Analysis of the Relationship between Emotional Intelligence and Foreign Language Learning. Electronic Journal of Foreign Language Teaching, 6 (1). 
[34] Pishghadam, R. (2009). Emotional and verbal intelligences in language learning. Iranian Journal of language Studies, 3, 43–64.
[35] Pishghadam, Reza (2007) On the influence of emotional and verbal intelligence on second language learning. Pd. D. Thesis, Allameh Tabataba'ii University, Tehran.
[36] Pym, A. (1992). “Translation error analysis and the interface with language teaching”. In Teaching Translation and Interpreting, C. Dollerup and A. Loddegaard (eds.) Amsterdam: John Benjamins.
[37] Pym, A. (2003). Redefining Translation Competence in an Electronic Age. In    Defence of a Minimalist Approach Meta: Translators' Journal, 48 (4).
[38] Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that’s the question: burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress, & Coping: An International Journal, 20, 177–196.
[39] Sykes, J.B (2018), The Translator's Handbook (2nd Ed.). London: Aslib, pp35-39.                         
[40] Wright, Sewall S. (1921). "Correlation and causation". Journal of Agricultural Research, 20, 557–85.
[41] Zeidner, M., Matthews, G., & Roberts, R. D. (2019). Slow down, you move too fast: Emotional intelligence remains an ‘‘elusive’’ intelligence. Emotion, 1, 265–275.
[42] Zeidner, M., Roberts, R. D., & Matthews, G. (2002). Can emotional intelligence be schooled? A critical review. Educational Psychologist, 37, 215–231.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education