Educational Psychology
Zeinab Rahimi; Fariborz Dortaj
Abstract
Introduction: Wisdom is one of the important psychological characteristics that increases psychological and social well-being. According to different definitions related to wisdom, there is a complex interaction between wisdom and moral development because the behavior of wise people is mainly accompanied ...
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Introduction: Wisdom is one of the important psychological characteristics that increases psychological and social well-being. According to different definitions related to wisdom, there is a complex interaction between wisdom and moral development because the behavior of wise people is mainly accompanied by moral foundations. Considering the signicant role of intelligence in the definitions of wisdom and the influence of it in interpersonal relationships and wise behavior, moral intelligence and emotional intelligence were chosen as two influencing variables in wisdom. This research is important due to the lack of information about the structures that are effective in wisdom and its important role in solving various life problems of the society and was conducted with the aim of determining the mediating role of moral intelligence and emotional intelligence in the relationship between moral development and wisdom of students.Method: It was with a volume of 15,000 students and the sample is 240 students of Allameh Tabatabai University and they were selected by cluster sampling method. The tools used include: Schering's 1996 emotional intelligence questionnaire which has 5 subscales of self-awareness, spontaneity, self-control, empathy, and social skills - Lenik and Keel's 2005 moral intelligence that measures 10 competencies - Webster's 2007 wisdom, including 40 items, and Graham's moral foundations 2011, which measures 5 ethical dimensions. The findings were analyzed bu structural equation modeling and using AMOS.v22 and SPSS.v23 software.Results:The results showed that moral development (P=0.001), moral intelligence (P=0.001) and emotional intelligence (P=0.019) have a direct and significant relationship with wisdom. In addition, the indirect relationship between moral development and wisdom through the mediation of moral intelligence was significant (P=0.01). Therefore, the research model has a favorable fit and moral intelligence plays a mediating role in the relationship between moral development and wisdom.Conclusion:This research provides valuable insights into the complex dynamics between moral development, emotional intelligence, and wisdom. In particular, it emphasizes the pivotal role of moral intelligence as a mediator in the relationship between moral development and wisdom.The results indicate that if the moral growth increases, the structure of wisdom in people will increase. Certainly, with the increase of moral intelligence in people, moral growth is positively affected and wisdom also grows due to accurate goal choices and understanding the meaning of life. Also, with the increase in emotional intelligence, human behavior and emotions are controlled and regulated and increase wisdom. In order to generalize the results, it is suggested to carry out more research on other samples, and by holding workshops and classes related to wisdom and the structures that affect it, the psychological and social well-being of the society was increased.
Zinab Momennai; ali taghvaeinia; Fariborz Nikdel
Abstract
IntroductionEmotional intelligence refers to the differences between individuals in identifying motivation, emotions, and feelings, and controlling emotions, both in the individual and in social relationships. In fact, emotional Intelligence is the ability to process information related to one's emotions ...
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IntroductionEmotional intelligence refers to the differences between individuals in identifying motivation, emotions, and feelings, and controlling emotions, both in the individual and in social relationships. In fact, emotional Intelligence is the ability to process information related to one's emotions and the ability to use the information as a guide for understanding and acting. (MacCann et al., 2020). According to Bar-On (2003), emotional intelligence and teaching this skill deals with oneself, others, and the environment. Therefore, it should be more adaptive to changing conditions and be more successful in meeting environmental demands. Responsibility in the educational situation is broad in scope and guarantees health indicators and improved quality of life of children in school. In addition, recently, scientific interest in the problems of stress and coping with it has been increasing. Therefore, the purpose of this study was to investigate the effectiveness of emotional intelligence training for preschool teachers on their responsibility and coping skills. MethodThe research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population includes preschool teachers in Izeh City in 2020. From the target population, 30 people were selected by random sampling method and assigned to experimental (15) and control (15) groups. First, pre-tests were performed for both groups. The experimental group received emotional intelligence training in 10 sessions of 45 minutes over two months. The instruments used in the pre-test and post-test include the Responsibility subscale of the California Psychological Inventory and the Coping Inventory for Stressful Situations. Data were analyzed using the analysis of covariance by SPSS-23 software. ResultsThe results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after emotional intelligence training showed the scores of responsibility and Task-oriented coping who participated in the experimental group compared to those in the control group Were significantly increased (P <0.01). The results also showed that the scores of the components of emotion-oriented coping and avoidant-oriented coping who participated in the experimental group, compared to those who were replaced in the control group decreased (P ≤.01). In general results showed that emotional intelligence training has a significant effect on the responsibility (F=20.20, p<0.0001) and coping skills (included: Task-oriented coping: F=11.25, p<0.003; Emotion-oriented coping: F=14.75, p<0.001; Avoidant-oriented coping: F=5.07, p<0.004) of preschool teachers. ConclusionTherefore, it can be concluded that emotional intelligence training is an effective method to increase preschool teachers’ responsibility and positive coping skills by using techniques such as familiarity with the concept of emotion, emotional awareness, identifying emotions, accepting emotions, confronting emotions, and personal responsibility skills. Also, emotional intelligence training because it emphasizes both cognitive and emotional factors, affects preschool teacher’s responsibility and coping skills.
saman haddadi ahmadsaraei; abdolzahra naami; amin hosseny moghaddam
Abstract
Introduction Regarding to today's competitive world and the key role of human resources in the success and failure of organizations and the importance of employees' emotions in their mental health and their psychological well-being, this study aimed to investigate the effect of imposing dissonance emotions ...
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Introduction Regarding to today's competitive world and the key role of human resources in the success and failure of organizations and the importance of employees' emotions in their mental health and their psychological well-being, this study aimed to investigate the effect of imposing dissonance emotions on psychological health and emotional commitment of employees, with the moderating role of emotional intelligence and psychological capital. The emotional labor was first introduced in 1983 by the American sociologist Hochschild, and then attracted much attention. Hochschild (1983) believed it has two types: surface acting and deep acting. Surface acting occurs when a person expresses particular emotions without really experiencing them. In other words, the person adjusts the feelings that he expresses and considers himself merely as an actor. On the other hand, a deep acting occurs when a person experiences the feelings he expresses. Hochschild (1983) stated that managing occupational excitement (deep acting) requires a lot of effort and it costs a lot to the person. Mental health is one of the variables that dissonance emotions can affect it. Carl Menanger's (1990) definition of mental health is that the individual compromises with the world around him/her as much as possible, so that his/her effective and beneficial happiness can be fully realized. Another factor that has been examined as the result of dissonance emotions in this study is emotional commitment. commitment as "the degree of identification of a person with a particular organization and the degree of involvement and engagement with that organization." The emotional commitment refers to the linkage and replication of the employee with the organization. Increasing emotional commitment means increasing the sense of loyalty, belonging, and solidity (Meyer, Allen and Smith, 1993). Considering the existing research background, a number of variables can be considered as moderating the relationship between disagreement with mental health and emotional commitment. In this study, the role of emotional intelligence and psychological capital has been investigated. Method The statistical population of this study was all employees of all branches of Maskan Bank of Ahvaz. Multi-stage random sampling was used to collect the data. In this research, 121 employees of Ahvaz branch of Sepah bank participated. Since the present study was descriptive, Pearson correlation and regression tests were used to describe and analyze the demographic characteristics of descriptive variables such as mean and standard deviation, as well as to test the research hypotheses. The analyzes were performed using SPSS version 22 software. In this study, for collecting data, the questionnaire of the imposition of dissonant emotions (Naring et al., 2000), mental health (Goldberg & Hiller, 1979), emotional commitment (Allen & Meyer, 1990), emotional intelligence (Shot et al., 1998) and psychological capital (Lutans et al., 2007), were used. Results The results of regression analysis showed that the imposition of dissonant emotions has a significant role in decreasing mental health and emotional commitment of employees. In addition, emotional intelligence and psychological capital managed to modify the relationship between these variables. In other words, emotional intelligence and psychological capital were able to reduce the effect of imposing dissonance emotions on mental health and emotional commitment. Accordingly, it is suggested to design and implement a series of educational programs to increase emotional intelligence and psychological capital in order to reduce the effect of imposing dissonance emotions on the mental health and emotional commitment of employees. Conculsion Accordingly, it is suggested to design and implement a series of educational programs to increase emotional intelligence and psychological capital in order to reduce the effect of imposing dissonance emotions on the mental health and emotional commitment of employees.
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.
A. R. Mottahedi; N. Behroozi; M. Shehni Yailagh; S. Hashemi Sheykhshabani
Volume 20, Issue 2 , December 2013, , Pages 39-68
Abstract
The present study was conducted with the purpose of predicting group membership of academic giftedness and ordinariness in first grade high school students, using variables such as academic motivation, goal orientation, emotional intelligence, metacognition, direction strategies, deep approach to study, ...
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The present study was conducted with the purpose of predicting group membership of academic giftedness and ordinariness in first grade high school students, using variables such as academic motivation, goal orientation, emotional intelligence, metacognition, direction strategies, deep approach to study, self-efficacy, academic adjustment and personality traits. Nine questionnaires used in this study were: 1- Inventory of School Motivation (ISM) 2- Academic Goal Orientation (AGOR) 3- Schutte Emotional Intelligence (SSEIT) 4- Metacognition Awareness Inventory (MAI) 5- Inventory of Learning Style (ILS) 6- The Approaches to Study Inventory (ASI) 7- The Patterns of Adaptive Learning Study (PALS) 8- Adjustment Inventory for School Students (AISS) 9- NEO-FFI. To carry out the study, two samples consisting of 178 ordinary male and female high school students together with 135 gifted male and female high school students were randomly selected. To test the hypotheses and predict groups’ membership, discriminant analysis was used. Using the Enter method, the result showed that the difference between the two groups of gifted and ordinary students was significant. Using Stepwise method, effective variables were: 1- external direction 2- metacognitive regulation 3- appraisal and expression of emotion 4- deep approach to study 5- performance goal orientation 6- academic adjustment 7- intrinsic motivation 8- conscientiousness 9- neuroticism 10- avoidance performance goal orientation. Besides, when the variables were separately used to predict groups membership, variables such as performance goal orientation, avoidance performance goal orientation, appraisal and expression of emotion, metacognitive regulation, external direction, deep approach to study, academic adjustment, conscientiousness, neuroticism and openness to experience remained significant.
S. Mohammadi
Volume 18, Issue 2 , December 2011, , Pages 247-260
Abstract
The aim of this study was to examine the relationship between emotional intelligence and organizational health among high school principals. The method was correlational. The sample was 200 high schools principals (107 female and 93 male) in Tehran, who were selected by stratified random sampling method. ...
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The aim of this study was to examine the relationship between emotional intelligence and organizational health among high school principals. The method was correlational. The sample was 200 high schools principals (107 female and 93 male) in Tehran, who were selected by stratified random sampling method. The Emotional Intelligence Scale (EIS) and Organizational Health Inventory (OH-S) (1997) were administered to principals. Pearson's product-moment correlation coefficient and regression analysis were used for data analysis. The results indicated that there was a significant and positive correlation between emotional intelligence, emotional regulation, emotional utilization, emotional evaluation and organizational health (institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis). Also, emotional intelligence could predict organizational health among high school principals. The findings showed that there is a relationship between emotional intelligence and organizational health in schools. This could be helpful in planning preventional programs in schools.
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.
M. Narimani; A. Abolgasemi; A. Soleymany
Volume 17, Issue 1 , June 2010, , Pages 103-118
Abstract
The main objective of this study was to compare the emotional intelligence components of blind and normal students. The statistical population of the present research was the students who were studying in guidance and high schools in 1378-88 school year. The number of blind and normal students were 60 ...
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The main objective of this study was to compare the emotional intelligence components of blind and normal students. The statistical population of the present research was the students who were studying in guidance and high schools in 1378-88 school year. The number of blind and normal students were 60 (30 boys and 30 girls) each. Bar-On Emotional Intelligence Questionnaire was also used. Meanwhile, the method was casual-comparative and the data was analyzed by MANOVA. The results showed that there was a significant difference between blind and normal students in components of sympathy, self-esteem, impulse control, stress tolerance, optimism, happiness, self-expression, reality testing, plasticity, responsibility, self-actualization and independence. But in components of problem solving, emotional self-awareness and interpersonal relations there wereno significant differences between blind and normal students.
N Sohrabi; M Shehni Yailagh; J HaghighI; M. Mehrabizadeh Honarmand
Volume 16, Issue 2 , December 2009, , Pages 3-36
Abstract
The present study was performed with the purpose of predicting group membership of talented and ordinary university students from variables, such as intelligence, creativity, personality, emotional intelligence and teaching-self-regulation strategies. In this study 5 variables, intelligence, personality ...
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The present study was performed with the purpose of predicting group membership of talented and ordinary university students from variables, such as intelligence, creativity, personality, emotional intelligence and teaching-self-regulation strategies. In this study 5 variables, intelligence, personality with 5 sub-scales, creativity with 4 sub-scales, emotional intelligence with 15 sub-scales and teaching-self-regulation strategies with 15 sub-scales, were used to predict talented students from ordinary ones. Five questionnaires were used in this study, including Cattle Intelligence Scale, Abedi Creativity Test, Revised NEO Personality Scale, Bar-On EQ Scale, and Motivational Regulation Strategies Questionnaire. The population of this study consisted of talented and non-talented students of Shahid Chamran University, in Ahvaz. The samples were selected randomly, consisting 197 talented female and male university students and 201 ordinary female and male university students. To test the hypotheses and predict group membership, Discriminant Analysis was used. Using the Enter Method, the results showed that the difference between the two groups of talented and ordinary students in 30 sub-scales, from 40 sub-scales, was significant at p<.05, indicating that the variables predicted group membership in talented and ordinary students. Also, with the use of Stepwise Method 8 sub-scales, from 40 sub-scales, remained significant.
M. Shehni Yailagh; G Maktabi; H Shokrkon; J Haghighi; F Kianpour Ghahfarokhi
Abstract
The present study examined the effects of emotional intelligence training on social anxiety, social adjustment and emotional intelligence of Shahid Chamran University students. In this study experimental-control, with pretest-posttest and follow-up design, was used. The related population consists of ...
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The present study examined the effects of emotional intelligence training on social anxiety, social adjustment and emotional intelligence of Shahid Chamran University students. In this study experimental-control, with pretest-posttest and follow-up design, was used. The related population consists of all Shahid Chamran University undergraduate students. The sample includes 120 students who were selected randomly, according to a multistage sampling method. The instruments employed in this research were self-rated Emotional Intelligence Scale, by Brackett, Social Anxiety Scale, by Mattick and Clarke, and Social Adjustment, by Mazahari. The results of ANOVA and MANOVA showed that emotional intelligence training significantly reduced social anxiety and increased social adjustment and emotional intelligence; but there was no significant difference between girls and boys. In addition, the effects of emotional intelligence training intervention lasted for eight weeks.
