روانشناسی یادگیری
seyyed mehdi sarkeshikiyan; Zahra Jamebozorg
Abstract
Spiritual intelligence is a group of capabilities and capacities to use spiritual resources, values and characteristics in order to promote action and health of daily life. Therefore, increasing attention to this component seems necessary. In this research, the qualitative model of spiritual intelligence ...
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Spiritual intelligence is a group of capabilities and capacities to use spiritual resources, values and characteristics in order to promote action and health of daily life. Therefore, increasing attention to this component seems necessary. In this research, the qualitative model of spiritual intelligence correlations in internal and external empirical evidence is explained. The type of study is applied and qualitative and research synthesis method and meta-combination technique were used. The scope of research articles is between 2005 and 2020 for foreign research and 1390 to 1400 for domestic research. Using the integration approach and Sandlowski and Barroso (2007) model, 170 articles were selected and 70 final articles were selected after evaluation criteria. Findings were analyzed and implemented in the form of categories, concepts and codes. The results showed that educational, family, individual, sociological, psychological, occupational, mood and physical correlations are related to spiritual intelligence in internal and external empirical evidence. Conclusion: Spiritual intelligence can be effective in different aspects of people's lives by providing effective contexts found in research
Madineh Rahmani Daryasary; sonia yavarinia; firouzeh Sepehrianazar
Abstract
This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third grade high school of female students (1217 persons) in city. Sample of the ...
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This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third grade high school of female students (1217 persons) in city. Sample of the study were 318 students who selected through random cluster sampling and base of Gessy and Morgan table who respond to spiritual intelligence self-report (king, 2008), hope measure (snyder, 1991) and responsibility California personality measure (1951). Data were analyzed by using descriptive and inferential statistics included Pearson ‘s correlation coefficient and multiple regression. Results showed significant correlation between subscales of spiritual intelligence and subscales of hope and responsibility with academic achievement. Also The result of regression analysis showed that spiritual intelligence, hope and responsibility were predicting to academic achievement (R2= 0.46). So, it can be concluded that in order to improve students 'academic achievement along with formal education, students' psychological dimensions should be considered.
madineh rahmani daryasary; sonia yavarinia; firouzeh Sepehrianazar
Abstract
This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third-grade high school of female students (1217 persons) in city. Sample of the ...
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This study was an attempt to investigate relationship between spiritual intelligence, hope and responsibility wih academic achievement of high school female students of Langroud city. The population of the study was all third-grade high school of female students (1217 persons) in city. Sample of the study were 318 students who selected through random cluster sampling and base of Gessy and Morgan table who respond to spiritual intelligence self-report (king, 2008), hope measure (snyder, 1991) and responsibility California personality measure (1951). Data were analyzed by using descriptive and inferential statistics included Pearson ‘s correlation coefficient and multiple regression. Results showed significant correlation between subscales of spiritual intelligence and subscales of hope and responsibility with academic achievement. Also, the result of regression analysis showed that spiritual intelligence, hope and responsibility were predicting to academic achievement (R2= 0.46). So, it can be concluded that in order to improve students 'academic achievement along with formal education, students' psychological dimensions should be considered.
روانشناسی یادگیری
Saeid Mazbouhi; Aboutaleb seadatee Shamir
Abstract
Abstract the aim of this study was to examine the relationship between self-efficacy and spiritual intelligence with responsibility taking in 5 zone of Tehran educational system. A total of 245 employees from among 3245 female students were selected by multi stage cluster sampling and was completed by ...
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Abstract the aim of this study was to examine the relationship between self-efficacy and spiritual intelligence with responsibility taking in 5 zone of Tehran educational system. A total of 245 employees from among 3245 female students were selected by multi stage cluster sampling and was completed by randomly selected and tested on a voluntary basis and were analyzed. Responsibility taking questionnaire (Gaff), Self-efficacy, King's spiritual intelligence questionnaire (SISIR) were applied as a research instrument. in this regard correlation and step by step regression analysis was employed. The correlation between efficiency and overall score. Findings reveals that increasing self-efficacy score significantly change the responsibility, because this correlation is negative, an increase in self-efficacy score leads to a reduction in responsibility. and an increase in spiritual intelligence score and its subscales The stress has been associated with a decrease in self-efficacy and the components of transcendental consciousness and expanded consciousness mode (the component of spiritual intelligence) were able to predict stress in staff and self-efficacy and transcendental consciousness (of spiritual intelligence components) can to predict responsibility.
seyedhosein musavi; mohsen talebzadeh
Abstract
Background: Spiritual intelligence has become one of important issues in psychological investigations. The present study considers its relationship with teachers' organizational citizenship behavior. Objective: The purpose of the present study was to examine the relationship between spiritual intelligence ...
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Background: Spiritual intelligence has become one of important issues in psychological investigations. The present study considers its relationship with teachers' organizational citizenship behavior. Objective: The purpose of the present study was to examine the relationship between spiritual intelligence and organizational citizenship behavior. Method: 234 teachers of high school in Zanjan city were selected by cluster randomly sampling method. They responded two questionnaires: King Spiritual Intelligence Self-Report Inventory (SISRI-24) and Podsakoff and et al Organizational Citizenship Behavior (1990). Data were analyzed through Pearson correlation and stepwise regression methods. Results: The results revealed that, there was significant and positive relationship between spiritual intelligence and organizational citizenship behavior. The components of spiritual intelligence (critical existential thinking, personal meaning production, transcendental awareness, conscious state expansion) explain teacher’s duty and altruist. The components critical existential thinking, personal meaning production and transcendental awareness explain teacher’s respect and overall OCB. The components personal meaning production and transcendental awareness explain teacher’s patience. Also, the components conscious state expansion and critical existential thinking predict teacher’s social customs.
