Influence of multiple and emotional intelligences on flight course performance: A study of Generation Z student pilots enrolled in a university aviation program

Collegiate flight training requires student pilots to master complex technical knowledge, psychomotor skills, and sound decision-making under pressure. While prior aviation research has emphasized technical proficiency, less attention has been given to how diverse learning styles and emotional competencies affect performance. For Generation Z student pilots, an overreliance on verbal instruction and rote memorization techniques, which are traditionally emphasized by certified flight instructors (CFIs), may not align with their learning preferences. This study examined the extent to which CFI instructional methods aligned with the dominant multiple intelligences (MI) of student pilots and how such alignment influenced flight course outcomes. It also investigated the role of emotional intelligence (EI) in shaping student pilots’ ability to regulate emotions, manage stress, and perform effectively, while exploring perceptions of how MI and EI influenced overall learning experiences and CFI interactions. Using an explanatory sequential mixed methods design, the study combined survey data from 124 participants with interviews from 40 student pilots. The survey measured dominant MI learning styles, CFI alignment with those styles, and EI factors, while interview data provided contextual narratives that expanded on quantitative results. Analyses revealed that students whose CFIs adapted instruction to their dominant MI styles were less likely to face repeated stage checks or checkride failures. Similarly, students with higher EI demonstrated stronger performance during evaluations, while those with lower EI were more prone to stress symptoms and decision-making errors. Qualitative findings reinforced these results, with participants reporting that instructional misalignment often led to frustration, anxiety, and training delays. In contrast, early recognition of MI preferences and CFI adaptability fostered comprehension, confidence, and skill retention. The results of this study will help inform collegiate aviation programs, flight school administrators, and CFIs in adopting instructional practices that better align with the learning needs of Generation Z student pilots. Findings also provide guidance for the Federal Aviation Administration and aviation policymakers on integrating MI and EI strategies into CFI preparation and flight course curricula to enhance pilot performance, reduce training inefficiencies, and strengthen operational safety.