فهرست مطالب somayeh abkenar

Controversial reports are available about the relationship between cognition intelligence and emotional intelligence with academic achievement. Since these reports are mainly based on studies in high school students, this study was aimed to the relationship between cognition intelligence and emotional intelligence with academic achievement of students in sixth grade primary school. In a correlation study, sample of 110 male students were selected through goal-oriented sampling procedure from primary school in Varamin province and allocated into two equal groups. Yearly total average in fifth grade of the one of groups was more than 19 and other group was lower than 13. To collect the data, were used Wechsler intelligence test and Bradberry-Greaves emotional intelligence test. Data were analyzed by using Pearson correlation and step wise regressions.The findings showed that cognition intelligence and emotional intelligence have a positive and signification relationship with academic achievement.Cognition intelligence and emotional intelligence predicted 52 percent of variance of academic achievement instudents with average of more than 19, while these two variables predicted 51 percent of variance of academic achievement in students with average of lower than 13. Cognition intelligence had the most contribution in prediction of academic achievement into each two groups. The results indicated that cognition intelligence and emotional intelligence have highly importance in the academic achievement. Also, it seems that academic achievement is influenced by interaction effects of other factors.

Aim: The aim of this study was to investigate the effectiveness of life skills training on the social competency of slow paced students in Tehran.
The design of this study is quasi experimental with pre-test, post-test and control group. In this study, 40 slow paced boys between the ages of 13-15 years old, were selected by the convinient method. Subjects were assigned into two groups(experimental and control group) randomly, each consisting of 20 students. Experimental group received life skills training in 9 sessions, while control group did not receive any special treatment. The instruments used were Wechsler intelligence scale for children and social competency questionnaire. The obtained data were statistically analyzed by MANCOVA.
The findings of this research showed that there was a significant increase in social competency mean of experimental group in the post intervention in comparison with control group. Also, the results showed that life skills training had positive and significant effect on all subscales of social competency (cognitive skills, behavioral skills, emotional competency and motivational sets) in these students.
The social competency instructional program led to improvement in social competency of slow paced students. Therefore, planning for providing social competency instruction has a particular importance.