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.
Saeede Hamidi; Javad Khodadadi Sangdeh; Atousa Kalantar Hormozi
Abstract
Introduction
Moral intelligence refers to the capacity to distinguish between true and false, practice strong moral beliefs and behave in a way that is morally right. This study aimed to investigate the perception of Counseling Ph.D. Candidates about Moral Intelligence.
Methodology
This research ...
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Introduction
Moral intelligence refers to the capacity to distinguish between true and false, practice strong moral beliefs and behave in a way that is morally right. This study aimed to investigate the perception of Counseling Ph.D. Candidates about Moral Intelligence.
Methodology
This research method was qualitative and based on the thematic analysis approach. The statistical population consisted of counseling Ph.D. Candidates of Allameh Tabatabai University Counseling in the academic year 1399-1400 who had completed at least one year of their doctoral program. 13 participants were selected using a non-probability purposive sampling method. Sampling continued until data saturation was reached. Data was collected, coded, and categorized into themes using a manual method.
Results
The data content analysis identified 121 open-source codes, 30 sub-themes, 9 main themes, and kernel themes. The main themes and kernel themes were 1) self-management (maintaining intellectual and emotional control, abstinence, control, and self-care (virtue), mental health improvement, and internalizing moral norms), 2) moral-based conscious action (recognizing moral condition, self-monitoring (consciousness), awareness of the effect of one's action on others, awareness of moral intelligence principles), 3) responsibleness (loyalty, commitment to improving mental health, acceptance of the implications of one's decisions and actions, being responsive to the implications of one's actions, commitment to the rights of others), 4) attention to honesty (clearness in relation, integrity of speech and behavior, integrity of values, and individual performance), 5) having mercifulness (social interest, empathy, paying attention to the principle of usefulness, tendency to caring), 6) fairness (unfavorable use of social position, not to misuse of professional positions, the principle of what you like about yourself to like for others), 7) tolerance (psychological flexibility, reflection on speech action, patience in action), 8) paying attention to respect (respect for the cultural nature of phenomena, respect for the privacy of others, respectful behavior and speech), and 9) forgiveness (self-forgiveness, forgiveness (others)).
Conclusion
According to Counseling Ph.D. Candidates, moral intelligence is effective in their behavior. Developing moral intelligence by recognizing moral situations and acting based on ethical principles helps a person avoid harming themselves and others. Strengthening the moral intelligence of students can lead to the consolidation and development of values and commitments, therefore, moral-based performance in them, and consequently in society. The moral performance of experts in the field affects society directly, and paying more attention to the moral attitudes of individuals working in this field can lead to the development of ethical attitudes in society.
shahrzad Baratpour; Farrah Naderi
Abstract
IntroductionAttachment to God is defined as a person's relationship and emotional orientation to God. Various factors are related to people's attachment to God, it seems that one of these factors is spiritual intelligence, which includes guidance and inner knowledge, maintaining intellectual balance, ...
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IntroductionAttachment to God is defined as a person's relationship and emotional orientation to God. Various factors are related to people's attachment to God, it seems that one of these factors is spiritual intelligence, which includes guidance and inner knowledge, maintaining intellectual balance, inner and outer peace, and acting with insight, gentleness, and kindness, it is included. Spiritual intelligence was first proposed by Zohar and Marshal (2001). Considering the importance and basic role of students in maintaining the psycho-social balance of society and considering the various personal and professional problems and issues that students face, it is felt necessary to plan to solve the problems they face. In the current research, we were able to use the person's image of God as a mediating variable to see how this variable affects students' attachment to God by influencing spiritual intelligence and moral intelligence. Therefore, based on what has been said, the originality of the research has been suggested and it can be said that the purpose of this research is to investigate the mediating role of a person's image of God in the relationship between spiritual intelligence and moral intelligence with attachment to God in the students MethodTo achieve the goals of the research, the correlation method was used, and to check the hypotheses of the research, the modeling method of the path analysis type was used. The statistical population was formed by all the students of the Islamic Azad University of Ahvaz branch in the academic year 2018-2019, and 200 questionnaires were provided to the subjects by the available sampling method. Finally, 168 questionnaires from eligible people were analyzed. In this study, the mean and standard deviation of the age of the subjects were 29.11 and 5.87, respectively. The research tools were questionnaires on attachment to God (Beck & McDonald, 2006), spiritual intelligence (Abdollahzadeh et al., 2008), moral intelligence (Lennick & Kiel, 2005), and a person's image of God (Klein, 1993). The evaluation of the proposed model was done using the path analysis method. ResultsResults showed that the proposed model fit the data properly. The results also showed that all direct paths except the path of moral intelligence to the attachment to God were significant. Indirect paths also were significant through one's image of God as an attachment to God. DiscussionThe purpose of the present study was to investigate the mediating role of one's image of God in the relationship between spiritual intelligence and moral intelligence with attachment to God in students. The findings of the research showed that there is a direct and positive relationship between spiritual intelligence and attachment to God, and this hypothesis was confirmed. This means that the higher the level of spiritual intelligence, the greater the attachment to God. Also, the results showed that there is a positive and direct relationship between spiritual intelligence and a person's image of God, and this hypothesis was confirmed by the study of Anisi (2013) and Chabokinezhad and Hoseinian (2011) are consistent. Another finding of the research showed that there is a positive and direct relationship between moral intelligence and a person's image of God, and this hypothesis was confirmed. The sense by increasing the moral intelligence of students, it can be expected that the individual's image of God will increase. Another finding of the research also showed that there is a positive relationship between a person's image of God and attachment to God, and this hypothesis was confirmed. This means that by increasing the image of God among the students, it can be expected that their attachment to God will increase.
