Sh. Korai; M. Sodani; M. Mehrabizadeh Honarmand; G.H. Maktabi
Abstract
The purpose of this study was to investigate the effects of emotional intelligence training on problem solving of married students. Participants were 40 married students selected randomly from Shahid Chamran University married students who agreed to take part in the study. They were randomly assigned ...
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The purpose of this study was to investigate the effects of emotional intelligence training on problem solving of married students. Participants were 40 married students selected randomly from Shahid Chamran University married students who agreed to take part in the study. They were randomly assigned to experimental and control groups. The design of the study was a pretest-posttest with control group. Problem Solving Scale was used in order to collect the data. ANOVA and MANOVA were used to analyze the data. The results indicated that emotional intelligence training enhanced family problem solving and relationships of subjects in experimental group, in comparison to control group.
S. Heidari; Gh. Maktabi; M. Shehni Yailagh
Volume 19, Issue 1 , June 2012, , Pages 43-62
Abstract
The objective of the present study was comparing attribution styles and self-handicapping of the successful and unsuccessful female high school students in Ahvaz, controlling for their intelligence. The sample of successful and unsuccessful students consisted of 50 high school students each, who were ...
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The objective of the present study was comparing attribution styles and self-handicapping of the successful and unsuccessful female high school students in Ahvaz, controlling for their intelligence. The sample of successful and unsuccessful students consisted of 50 high school students each, who were selected randomly by multi-stage sampling method. The instruments used in this study were the Attribution Styles Questionnaire (ASQ) of Seligman and Sing, Self-Handicapping Questionnaire (SHS) of Rhodewalt, Raven Standard Progressive Matrices and the grade point average of the students. Also, MANCOVA test was used for analyzing the data. The result of MANCOVA revealed that there was significant differences between successful and unsuccessful students᾽ attribution styles (and its subscales). Also, negative attribution style of the unsuccessful students was more than that of successful group, but positive attribution style of the successful group was more than that of unsuccessful students. In addition, self-handicapping of the unsuccessful students was more than that of successful students for the total scale of self-handicapping. Finally, the "Claimed" and "Behavioral Self-Handicapping" subscales of the unsuccessful students were more than that of successful group
S. Allipour Birgani; G.H. Maktabi; M. Shehni Yailagh; N. Mofradnejad
Volume 18, Issue 2 , December 2011, , Pages 135-154
Abstract
The purpose of this study was to investigale the relationship of personality traits with academic self-handicapping and the comparison of parenting styles in terms of the later variable in the third grade of high school students in Behbahan. Statistical population included the third- grade high school ...
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The purpose of this study was to investigale the relationship of personality traits with academic self-handicapping and the comparison of parenting styles in terms of the later variable in the third grade of high school students in Behbahan. Statistical population included the third- grade high school boys and girls in academic year of 1389-1390. 353 students were selected from this population by multistage random sampling method, including 175 boys and 178 girls. Academic self handicapping questionnaire, parenting style questionnaire and NEO personality questionnaire were used to measure variables of the study. Statistical methods of one way analysis of variance (ANOVA) and multiple regressions (Enter and Stepwise) were used for data analysis. ANOVA results indicated that there were significant differences between parenting styles in regard of academic self handicapping. The results of multiple regression analysis by enter method showed that 16% of the academic self handicapping variance was explained by personality variables. Also result of multivariate regression analysis by stepwise method showed that neuroticism and openness to experience were able to predict academic self handicapping.
A. Shojaie; N. Behroozi; G.H. Maktabi
Volume 18, Issue 1 , June 2011, , Pages 73-92
Abstract
The purpose of the present study was to examine the relationship between emotional intelligence, social skills and psychological well-being in Shahid Chamran University female students. The population of this study was all of the female students who were studying in 1387-88 academic year. Among these, ...
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The purpose of the present study was to examine the relationship between emotional intelligence, social skills and psychological well-being in Shahid Chamran University female students. The population of this study was all of the female students who were studying in 1387-88 academic year. Among these, 317 students were selected by multi-stage random sampling method. The scales used in this study were Schutte Emotional Intelligence Scale (EIS), Social Skills Inventory (SSI) and Psychological Well-Being (WBI). Simple, canonical and multiple correlations were used to analyze the data. The results indicated that subscales of emotional intelligence and social skills predicted psychological well-being meaning that the more emotional intelligence and social skills that students have, the more psychologically healthy they were. In addition, contrary to the expectations, social sensitivity predicted psychological well-beingm, negatively. Also results of canonical correlation analysis indicated that four canonical variates (canonical dimension) are necessary to understand the association between the two sets of variables.
