روانشناسی یادگیری
mohadese bakhshipoor; Siavash Talepasand
Abstract
The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all ...
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The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all the female students of the first secondary level in the 14th district of Tehran in the academic year of 2001-2001 (N = 8858). Voluntary sampling method was used. All of them completed Neo's five-factor personality questionnaire (1985), Schering's emotional intelligence (1999), Guardia et al.'s (2000) autonomy, and Pham and Taylor's (1994) academic achievement questionnaire. Hypotheses were tested with path analysis model and conditional process analysis. The findings showed that conscientiousness had a direct structural effect on emotional intelligence and academic achievement in mathematics. Emotional intelligence had a direct structural effect on math academic achievement. Emotional intelligence played a mediating role in the relationship between conscientiousness and math achievement. The moderating role of need to autonomy in the relationship between conscientiousness and math achievement was confirmed. The highest relationship between conscientiousness and academic achievement was at low levels of need to autonomy. As need to autonomy increased, the relationship between conscientiousness and mathematical achievement became weaker. As a result, the antecedents of mathematical progress have complex structural relationships. Emotional intelligence and autonomy along with conscientiousness played an effective role in math progress. The practical implications of the findings were discussed.
روانشناسی یادگیری
Naeimeh Shabanishad; Esmaeil Sadipour; Fariborz Bagheri
Abstract
The present study was conducted with the aim of developing a model of happiness based on psychological well-being with the mediation of emotional intelligence in undergraduate students. The type of applied research and its method was descriptive correlation based on structural equations. The statistical ...
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The present study was conducted with the aim of developing a model of happiness based on psychological well-being with the mediation of emotional intelligence in undergraduate students. The type of applied research and its method was descriptive correlation based on structural equations. The statistical population of the research consisted of all undergraduate students of the Islamic Azad University of Science and Research. In order to determine the sample size based on Klein's point of view in the structural equation model, 414 individuals were selected through cluster multistage random sampling. Oxford happiness (2002), Rief psychological well-being (2002) and Schott emotional intelligence (1998) questionnaires were used to collect data. Data analysis was done through structural modeling using Amos software. The results showed that psychological well-being and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being on happiness. It can be concluded that the psychological well-being of students acts as a protection against stressful events and has an essential role in influencing and improving the quality of life, mental health and happiness in different societies.
Leila Mansouri; Ali Reza Haji yakhchali; Manijeh Shehni yeilagh; Gholam hossein Maktabi
Abstract
The purpose of this study was to investigate the effectiveness of neuro linguistic programming strategies training on emotional intelligence, achievement motivation and academic self-concept. This study was experimental pre-test, post-test with the control group design. The statistical population of ...
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The purpose of this study was to investigate the effectiveness of neuro linguistic programming strategies training on emotional intelligence, achievement motivation and academic self-concept. This study was experimental pre-test, post-test with the control group design. The statistical population of this study consisted of all female fifth grade elemantary school students in Izeh city in the academic year of 2020-2021. Then 30 people with learning disabilities were selected through random multi stage cluster sampling and were assigned randomly to experimental and control groups. The instruments used in this study were emotional intelligence (Petrides & Furnham, 2001) achievement motivation (Hermance, 1977) and academic self-concept (Liu & Wang, 2005). The experimental group received neuro linguistic programming strategies training for ten 60-minutes sessions, one sessions in a week lasting for two month. Analysis of the data was done using descriptive (average & standard deviation) and inferential (multiple covariance analysis) tests. Experimental group showed significant increase in achievement motivation and academic self-concept after being trained, But no significant effect was observed on emotional intelligence. Based on the result we can say that neuro linguistic programming strategies training is an important method in improving of achievement motivation and academic self-concept students with learning disability.
Samira Soleimani; Ali Mohammad Rezaei; Roya Dadollahi sarab
Abstract
There is a relationship between spirituality and emotional intelligence with mental health. Since identifying of factors affecting mental health in particular in students is necessary, therefore, the present study aimed to determine the relationships between Spirituality and emotional intelligence with ...
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There is a relationship between spirituality and emotional intelligence with mental health. Since identifying of factors affecting mental health in particular in students is necessary, therefore, the present study aimed to determine the relationships between Spirituality and emotional intelligence with mental health in students of Ferdowsi University of Mashhad. Through a cross-sectional study using randomized allocation sampling, 358 students in Ferdowsi University of Mashhad were recruited in 2015. A standard questionnaire including demographic variables and variables of spirituality, emotional intelligence and mental health was applied. Collected data were analyzed using linear regression in SPSS software. Mean and standard deviation of age was 21.63 ± 1.7 years, respectively that 64.5% were female. There were significant relationships between spirituality and emotional intelligence with students’ mental health so that predicts by increasing the mean score of spirituality and emotional intelligence, the mean score of students’ mental health to be increased. Emotional intelligence showed that has a more predicting role. Eventually, there were no statistically significant relationships between age and gender with students’ mental health. With regard to results, life skills education in advanced levels considering spirituality and in particular promotion of emotional intelligence can have an important role in improvement of students’ mental health.
Mohammad Rezaei; Friborz Dortaj; Ebrahim Mehralian
Abstract
This study aimed at determining the relationship between emotional intelligence component Bar-on and religion among teenager (high school students) in Qazvin, in District 1. The research method is descriptive and correlative. The population is high school students of the district 1, Qazvin. The sample ...
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This study aimed at determining the relationship between emotional intelligence component Bar-on and religion among teenager (high school students) in Qazvin, in District 1. The research method is descriptive and correlative. The population is high school students of the district 1, Qazvin. The sample consisted of 100 university students who were selected by multi-stage cluster sampling. Data gathering instruments were Emotional Intelligence Scale of Bar-on (1997) and Khodayari-fard, Samavati, and Akbari-Zaradkhaneh’s religiosity coefficient (2009). Data analysis was conducted by using Pearson correlation analysis and multiple regression. The results of Pearson correlation indicated that there is a significant positive relationship between emotional intelligence and religiosity as well as all the components of emotional intelligence (except sub-component of stress control). The results of multiple regression analysis showed that emotional intelligence as predictor variables can predict religiosity as a criterion variable in a meaningful and positive manner. Regression analysis revealed that each of the components of emotional intelligence (except the sub-components of stress control) can positively and meaningfully predict religiosity. The comparison of the beta coefficients indicated that the most important predictive factors for religiosity is the public mood.
Esmaiel Soliemani; Ali Sheikholeslami; Mahnaz Mousavi
Abstract
This study examined the effectiveness of emotional intelligence training on the social competence and emotional regulation of the bullying students. Research method was experimental with pretest-posttest control group. The study sample consisted of the bullying students that were selected in the school ...
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This study examined the effectiveness of emotional intelligence training on the social competence and emotional regulation of the bullying students. Research method was experimental with pretest-posttest control group. The study sample consisted of the bullying students that were selected in the school year 94-1393 with multi-stage cluster sampling from the population. To collect data, the Revised Bullying Olwis Scale, Social Competence Questionnaire and Emotional Regulation Scale were used. The experimental group received 8 sessions and during the meetings the control group was not given any training. Multivariate analysis of variance showed that there is a significant difference among bullying students in the experimental and control group in social competence and emotional regulation. In other words, there is a difference in the component average of social competence and emotional regulation in experimental group after learning social-cognitive problem solving. These results suggest that emotional intelligence training can modify social competence and emotional regulation in the bullying students.
homa rezae
Abstract
This research was implemented with aim to determine the effectiveness of philosophy for children program with research community style in emotional intelligence of high school children. For this purpose, one of the high schools from area 2 of education organization in Tehran, was selected. Current research ...
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This research was implemented with aim to determine the effectiveness of philosophy for children program with research community style in emotional intelligence of high school children. For this purpose, one of the high schools from area 2 of education organization in Tehran, was selected. Current research method was the Quasi- Experimental version of pre-test–post-test with control group. After substitution of students in test and control groups, Bar-On’s emotional intelligence questionnaire was completed to survey the effectiveness of program in pre- and post-tests. Control group was kept away from the administration process during research community and for the test group, 1.5 hour weekly sessions were held in 16 weeks. The group was held in research community style and Story of Harry Stottlemeier’s Discovery was used as the dialog stimulus. Data were analyzed using one variable covariance. Data processing revealed that all amounts of 5 emotional intelligence components (after adjustments of pre-test effect), were increased significantly, after independent variable administration. Based on this finding and with respect to the point that students being in a research community could result in directing them to scrutiny and effort for self-assessment and self- evaluation in thinking and emotional skills, we suggest the education of philosophy in children in schools.
bahramali ghanbari; alireza moghadas
Abstract
ackground: The emotional intelligence is stating quality and comprehension of fillings and ability to manage (control) the temper well. Indeed, this intelligence consists of identifying one's fillings and those of others and using it to adopt suitable decisions in life (Gravers, 1999). Objective: The ...
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ackground: The emotional intelligence is stating quality and comprehension of fillings and ability to manage (control) the temper well. Indeed, this intelligence consists of identifying one's fillings and those of others and using it to adopt suitable decisions in life (Gravers, 1999). Objective: The present research intends to compare emotional intelligence of orphanage children with ordinary children. Method: The research society was all the ordinary and orphanage girls of age ranged 12-18 years- old in Mashhad city. The number of subjects to be tested was 100 from which 50 people were ordinary children and 50 people were orphanage children. The research instrument was EQ-I questionnaire. Results: The results showed that there is a significant difference between orphanage and ordinary children in the elements self-consciousness, self- flexibility, and responsibility as the elements of emotional intelligence. So that, the ordinary children own higher intelligence over orphanage children significantly and experience better sympathy relations over orphanage children. Conclusion: These findings may have some implications regarding assessing and comparing the emotional intelligence of orphanage and ordinary children which will be discussed in this paper.
firuzeh sepehrian; ali delavar
Abstract
The purpose of this study was lo prepare the normative scale to assess emotional intelligence of Iranian adolescence in relation to current theories and native culture. To achieve our aim, first we made an analysis and comparison current theories, second, we made an investigation of different school ...
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The purpose of this study was lo prepare the normative scale to assess emotional intelligence of Iranian adolescence in relation to current theories and native culture. To achieve our aim, first we made an analysis and comparison current theories, second, we made an investigation of different school compared in various fields. Third, questions based on native culture and currenttheorieswerewritten. Thisscalewas administered to 35 secondary students. The result of this pilot study demonstrate that certain questions must be changed and some must be deleted. This scale and Bar-011,s test were simultaneously administered to 362 secondary students (183 boys and I 79girls). The subjects were randomly selected from 2 and 3 grades. The data were analyzed using.mean, standard deviation, percentile rank, Cronbach,s alpha ,KMO, Bartlett, Varimax rotation, Pearson correlation. The result of Varimax rotation showed a new factor concerning the effects of culture
