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.
majid azizi; Elham Tayyari Dehbarez; Ghasem Abdulpour; Maryam Nouri; Aboulfazl Afshari; Sajad Salari pak
Abstract
Aim: The aim of the present study was to investigate the mediating role of coping skills in the relationship between cognitive schemas activated in sexual context and marital satisfaction. The research method was descriptive-correlation and structural equation modeling.
Methods: The statistical population ...
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Aim: The aim of the present study was to investigate the mediating role of coping skills in the relationship between cognitive schemas activated in sexual context and marital satisfaction. The research method was descriptive-correlation and structural equation modeling.
Methods: The statistical population included all the men and women of Bandar Abbas, of whom 350 were selected by available sampling method. The sample of this study included 125 men (35.7%) and 225 women (64.3%). To collect data, the Cognitive Schema Questionnaire Activated in Sexual Context (QCSASC), the Elzaros and Folkman Coping Skills questionnaire (CSQ) and the Marital Satisfaction Scale were used. SPSS23 and AMOS software were used for data analysis.
Results: Structural equation modeling showed that coping skills and cognitive schemas activated in sexual context both directly and indirectly affected marital satisfaction in men and women. The evaluation of the hypothetical research model using fit indices showed that the hypothetical model fits the measurement model (CFI=0.97, NFI=0.99, RMSEA=0.044).
Conclusion: Consistent with the dual control model, the results of this research showed that coping skills have an effect on the marital satisfaction of women and men, and these findings emphasize that along with the coping skills of each person in marital relationships, the cognitive schemas activated in the sexual context are also important
Esa Jafari; Fariba Ghazanfarian; Mahnaz Aliakbari; Hamid Kamarzarin
Abstract
Emotion regulation is an important factor in psychological well being, and successful performance in social interaction and deviation from it can lead to delinguent behaviors. This study aimed to evaluate the effectiveness of coping skills’ training on emotional adjustment of juvenile offenders. ...
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Emotion regulation is an important factor in psychological well being, and successful performance in social interaction and deviation from it can lead to delinguent behaviors. This study aimed to evaluate the effectiveness of coping skills’ training on emotional adjustment of juvenile offenders. The study population consisted of all juvenile offenders residing in the Correction and Rehabilitation Center in Tehran. The sampling mothed of this study was a convenience sampling type. The sample size was 50 patients who were selected and randomly assigned to experimental and control groups. Eight 90-minute sessions were conducted to train the experimental group, but control group received no training. The subjects were evalualed by the Difficulties in Emotion Regulation Scale before and after training. The results of multivariate analysis of covariance showed that mean scores of emotion regulation difficulties, in the experimental group, was significantly different from control group (p < 0.0001). The mean score of the control group did not change significantly from pre-test to post-test, which showed that the adolescents who receive coping skills’ training act in an appropriate emotion regulation style. Thus, it is suggested that correcting and training centers’ teachers should be taught coping skills so that they can use these sklils for clients.
