جستجوی مقالات مرتبط با کلیدواژه « emotional intelligence » در نشریات گروه « روانشناسی »

The present study aimed to investigate the mediating role of compassion in the relationship between emotional intelligence and the psychological well-being of adolescent girls. The research method used was descriptive correlation using structural modeling. The statistical population included teenage girls from first to third grades (second secondary) of high schools in Melair City in the academic year of 2022-2023, and 452 people were selected as the sample size by the available sampling method. The research tools included   Ryff's Psychological Well-Being Scale (RSPWB) Riff (1989), Schutte Emotional Intelligence Scale (SEIS) Shot et al. (1998), and Compassion Questionnaire (CS) Nas and Sack (2020). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed that emotion regulation (P=0.002) and emotion exploitation (P=0.005) as two components of emotional intelligence as well as compassion (P=0.05) have a significant direct effect on psychological well-being. However, emotional expression did not significantly affect psychological well-being (P<0.05). Also, the results showed that emotion regulation (P=0.04) has an important indirect effect on psychological well-being, but emotion exploitation and emotion expression did not show a significant indirect effect (P<0.05). These results show that compassion, considering the role of emotion regulation as a component of emotional intelligence, can explain the psychological well-being of adolescent girls.

Happiness is a positive inner feeling received from cognitive and emotional perceptions, and it means emotional and cognitive happiness in the balance of emotions and mental health, and the feeling of psychological well-being is the overall evaluation of a person in self-acceptance, positive relationship with others, autonomy, purposeful life, personal growth. and dominate the environment. Several studies have shown the positive effect of psychological well-being on emotional intelligence, on happiness, social support on happiness, emotional intelligence, social support on happiness; However, developing a happiness model based on psychological well-being and social support with the mediation of emotional intelligence has been neglected.

The current research has been carried out to develop a model of happiness based on psychological well-being and social support with the mediation of emotional intelligence in undergraduate students.

Applied research design and descriptive correlation method was based on structural equations. The statistical population of the research consisted of all undergraduate students of Islamic Azad University, Science and Research Department of Tehran in the academic year of 1402-1401, and based on Klein's point of view in the structural equation model, 414 people were selected through random multistage cluster sampling. Became Happiness questionnaire (Oxford, 2002), psychological well-being (Reif, 2002), perceived social support (Zimet, 1988) and emotional intelligence (Shot, 1998) were used to collect data. Data analysis was done through structural modeling using 26amos software.

The research findings showed that psychological well-being, social support and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being and social support on happiness.

It can be concluded that considering the changing importance of psychological well-being and social support in the happiness of students, trainings and workshops on life skills, communication and positive interactions that improve and increase happiness in students should be planned, developed and implemented at the level of universities and higher institutions. be executed.

The present study aimed to investigate the relationship between social intelligence, cultural intelligence and emotional intelligence with the quality of marital relationships. This study was descriptive with correlation design, and the statistical population of the study were all married female students of Babol Azad University. The sample of the study was 150 people who were selected from among the students of different master's degree courses using the convenience sampling method, and after discarding the distorted questionnaires, finally 140 questionnaires were analyzed. To collect the data, social intelligence (Silvera et al, 2001); cultural intelligence (Ang and Earley,2004); emotional intelligence (Wang and Lau, 2002), and marital relationship quality (Busby et al,1995) questionnaires were used. Pearson's correlation test and multiple regression analysis were used to analyze the dataThe Pearson's correlation coefficient showed that there is a positive and significant relationship between social intelligence, cultural intelligence and emotional intelligence with the quality of marital relationships. Furthermore, multiple regression analysis showed that 20% of the variance of the quality of marital relationships is explained jointly by the predictor variables, so that social intelligence, emotional intelligence and cultural intelligence positively and significantly predicted the quality of marital relationships respectively. Likewise, almost 32% of the variance of the quality of marital relationships was explained jointly by the components of the predictor variables, so that the components such as the use of emotions, self-perception evaluation, social awareness, regulation of emotions and metacognitive strategy were able to Predict the marital relationships positively and significantly. The results of the present study emphasize the importance of social, cultural and emotional intelligence in the quality of marital relationships of married female students.

The present study was conducted with the aim of developing a model of happiness based on psychological well-being with the mediation of emotional intelligence in undergraduate students. The type of applied research and its method was descriptive correlation based on structural equations. The statistical population of the research consisted of all undergraduate students of the Islamic Azad University of Science and Research. In order to determine the sample size based on Klein's point of view in the structural equation model, 414 individuals were selected through cluster multistage random sampling. Oxford happiness (2002), Rief psychological well-being (2002) and Schott emotional intelligence (1998) questionnaires were used to collect data. Data analysis was done through structural modeling using Amos software. The results showed that psychological well-being and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being on happiness. It can be concluded that the psychological well-being of students acts as a protection against stressful events and has an essential role in influencing and improving the quality of life, mental health and happiness in different societies.

The aim of the present study was to investigate the relationship between outgroup social capital, social and emotional skills and self-esteem of children in Isfahan city.

Descriptive-correlation research method and the statistical population includes all Labor children of Isfahan city; 200 Labor children under the cover of Tolo Mehr and Dosti NGO of Isfahan were selected as a sample. The research tools are Cooper Smith's Self-Esteem Questionnaire, Watson et al.'s Social Skills Questionnaire (1984), Siberia Schering's Emotional Intelligence Questionnaire (2010), and Rafiei et al.'s Out-group Social Capital Questionnaire (2015). The data were analyzed with statistical methods of simultaneous regression analysis and Pearson's correlation coefficient.

The findings of the tables show that the multiple correlation coefficient was equal to 0.827. This means that the three variables of outgroup social capital, social skills and emotional intelligence that remained in the regression equation had a significant relationship of 0.827 with the self-esteem of labor children. The coefficient of determination also indicates a ratio of the total changes of the dependent variable that were calculated by the independent variables of the equation, which was 0.679; It means that these three variables can predict about 68% of changes in self-esteem.

The findings of this research showed that the increase of outgroup social capital increases self-esteem and labor children who have higher self-esteem have higher social skills and emotional intelligence.

The aim of the present study was to investigate the structural model of academic enthusiasm based on identity style and emotional intelligence in first-secondary students of gifted schools with the mediating role of Internet addiction. The descriptive research method was of the correlation type with the structural equation modeling method, and in terms of the purpose, it was of the applied type. The statistical population of the present study included all the first high school boys of Khomeini-shahr with brilliant talents in the academic year of 1402-1401, all 117 of them participated in the research using the available method. The data collection tool was Pintrich et al.'s academic enthusiasm questionnaire (1991), Berzonsky's identity style questionnaire (1992), Barr-Ann emotional intelligence questionnaire (1988) and Young's internet addiction questionnaire (1998). The structural equation modeling method was used to analyze the data. The findings of the research showed that the measured model has a good fit with the theoretical model. Identity style and emotional intelligence on academic enthusiasm with the mediation of Internet addiction of first secondary students according to the data. The results showed that the internet addiction of gifted students has a direct (p<0.05) and indirect (p<0.05) effect and a partial mediating role. Therefore, it is necessary to pay attention to the role of identity style, emotional intelligence and internet addiction in preventing and improving academic enthusiasm

Considering emotional issues in theory of mind deficits in children with attention deficit hyperactivity disorder is one of the important fields of research, so purpose present study was to investigate relationship between theory of mind and emotional dyslexia in children with attention deficit hyperactivity Signs by considering mediating role of emotion regulation and emotional intelligence. Research method was correlation with path analysis model. The statistical population of research was all children suffering from attention-deficit-hyperactivity Signs who referred to psychological clinics in Tehran, by available sampling 400 of them were given research questionnaires, including Theory of Mind Questionnaire (Stirman, 1994), the Toronto Alexithymia scale (Rieffe et al., 2006), emotion regulation (Gross et al., 2003) and emotional intelligence (Schutte et al., 1998). Finally, hypothetical model of research was consistent with data, which provides a good fit of model and showed that Emotional dyslexia affects theory of mind both directly (p<0.01, β=0.273) and through mediation of emotional intelligence and emotion regulation (p<0.01, β=0.387). The results of research showed that emotional dyslexia can predict theory of mind in children with attention deficit hyperactivity disorder both directly and through mediation of two variables of emotion regulation and emotional intelligence. Results of present study can be used as a model to explain emotional components in deficiency in theory of mind in this context.

The purpose of this research was to study the effect of critical thinking and creative thinking on learning self-regulation with the mediation of emotional intelligence.

The present research method was applied in terms of objective, quantitative in nature, and descriptive in terms of correlation type (structural equation model). The statistical population of the research was all the students of the second year of elementary school in the 2nd district of Ardabil in the academic year of 2022-2023, whose number was about 13500, and 374 of them were selected as a statistical sample using stratified random sampling. The data collection tools were the Rajaee's Critical Thinking Questionnaire, the Welch and McDowall's Creative Thinking Questionnaire, the Schutte et al.'s Emotional Intelligence Questionnaire, and the Bouffard et al.'s Self-Regulated Learning Questionnaire.

The findings indicated that all the absolute, comparative and parsimonious indicators of the model are favorable and critical thinking and creative thinking can have an effect on self-regulation learning both directly and indirectly by considering the mediating role of emotional intelligence (p<0.05).

Finally, it is suggested to draw the attention of families and schools to strengthening critical thinking and creative thinking. Also, with the development of emotional intelligence in students under the format of codified and continuous programs, he took a step towards increasing their self-regulation learning.

Driving behavior is a behavior that a driver chooses as a pattern for his driving, and it depends on three factors: the driver, the vehicle, and factors related to the driving route. The driver's psychological and personality characteristics are the most important factors in his driving behavior and the driver behavior is related to his emotional and behavioral characteristics. Many studies have shown the role of emotional intelligence as one of the most important determinants of driver behavior. Emotional intelligence is the ability to understand and manage our own and others' emotions which play a key role in all kinds of personal, social and professional situations. Some research have shown that high emotional intelligence is associated with greater ability to manage emotions, and low emotional intelligence is often associated with greater involvement in risky behaviors. Emotional intelligence can improve through training and have a positive effect on people's performance. Adults can learn to manage their behaviors and emotional reactions. Considering the importance of emotional intelligence in reducing inappropriate driving behaviors, the aim of the present study was to investigate the effect of the mental health training program of drivers on their emotional intelligence.
 
In the present study, in order to enhance the emotional intelligence abilities of bus drivers through psychosocial training, a quasi-experimental with a pre- and post-test design was used. The driver training project of Tehran Bus Company has been started since 2011 and is implemented in different phases on drivers who are applying for employment in the Company. In one of the phases, 88 bus drivers from Tehran Bus Company who received 9 training sessions on anger management, retaliatory driving, stress management and effective communication participated in the study. Bar-On (1977) emotional intelligence test was used to collect data in two stages of pre-test and post-test. This questionnaire is a self-assessment tool that can be used for people over 18 years old. In the present study, a shortened form of the questionnaire was used, in which there are 54 items related to 9 scales of problem solving, stress tolerance, emotional self-awareness, interpersonal relationships, optimism, impulse control, flexibility, empathy, and self-expression.
 
The research findings of multivariate analysis of variance with repeated measures and univariate analysis of variance showed a significant difference between pre-test and post-test scores of four subscales. This difference is significant for the subscales of problem solving, emotional self-awareness and optimism at the 0.01 level and for the subscale of interpersonal relationships at the 0.05 level. In other words, participating in the training program has led to an increase in the ability of the participants in these subscales. Also, the value of F in these 4 subscales of emotional intelligence is equal to 7.70, 16.48, 11.52, and 5.29, respectively.
 
The findings show the effectiveness of the program on some components of emotional intelligence. In other words, the training course on socio-emotional interventions can be considered effective in promoting drivers' emotional intelligence.

Slow- Learner students are often placed in the gap between normal and special education and are forgotten, while examining the psychological characteristicsthem is essential. The current research was conducted with the aim of measuring the effect of social adequacy program on emotional intelligence, self-expression and self-efficacy of Slow-learners. The research method was a semi-experimental pre-test-post-test type. The statistical population included all late-learning male students of ninth grade in Ahvaz city in the academic year of 2022-2023. 50 of these students were selected by systematic random sampling and randomly replaced in two experimental and control groups. The experimental group underwent the intervention of the social adequacy program for 10 sessions. To measure emotional intelligence, Golman's emotional intelligence test (1998) with a reliability of 0.852, to measure from the self-expression questionnaire of Gamberil, Riechi's self-expression questionnaire (1975) with a reliability of 0.88, and to evaluate self-efficacy from the Scherer, Maddox's general self-efficacy questionnaire (1982) was used with a reliability of 0.79. The result of the multivariate covariance analysis test showed that the emotional intelligence of the research groups did not differ significantly from each other in the post-test. self-expression and self-efficacy of the experimental group increased compared to the control group after the intervention, and the two groups had a statistically significant difference (p≤0.05). As a result, the social adequacy training program can be used as an intervention method to improve self-efficacy and increase the self-expression of late learners so that they can appear in the society as independent and efficient citizens.

With the aim of family health and reducing marital conflicts, this study investigated the model of predicting marital conflicts based on self-knowledge, love and mediated by emotional intelligence. 133 men) were selected. The instruments used to collect information were Sanaei et al. (2017) Marital Conflict Questionnaire, Ghorbani et al. (2008), Sternberg Love Questionnaire (1986), and Siberia Schering Emotional Intelligence Questionnaire (Mansouri, 2001). After collection, survey data were analyzed using SMART.PLS software and structural equation modeling without subscale. Findings indicate that the variables of self-knowledge, love could justify the variance of emotional intelligence with a value of 47/2% and these two variables along with the mediator variable were able to predict the variance of marital conflicts with a value of 62/8%, as well as the mediating role of intelligence Emotion was meaningful in both directions. The results showed that the model of predicting marital conflicts based on self-knowledge, love mediated by emotional intelligence has a favorable fit. According to the results of this study, it is recommended to develop an accurate educational-therapeutic protocol for couples with the aim of reducing marital conflicts and increasing community health.

Thinking is the basic pillar in the process of perception in the urban environment, considering that the wayfinding behavior in the urban space is influenced by the information received from the environment, so a correct understanding of the information received from the environment makes wayfinding easier. Different people use different strategies for wayfinding in the urban space according to their physiological conditions. Emotion is one of the influential factors in the field of psychology and can be related to factors such as self-awareness, self-management, social awareness, relationship management and wayfinding. Considering that thinking is essential in the perception process, then one of the components of emotional intelligence is also the facilitation of thinking, so the purpose of this research is to present a gender reading of the perceptual-cognitive ability of wayfinding with an emphasis on emotional intelligence. Therefore, the purpose of this research is to investigate the wayfinding behavior of women and men with an emphasis on emotional intelligence in Sajjad neighborhood. The research method in the present study is descriptive-analytical, and in this regard, field observations, questionnaires, and site visits were used to collect data. Based on the size of the community in Sajjad neighborhood, using Cochran's formula, the sample size was calculated to be 296 people, and the questionnaire was completed in the form of targeted sampling among overweight men. Data analysis for the effect of emotional intelligence on wayfinding has been done with inferential statistics tests in spss software, and Lone's test and Anova one-way variance test, t test have been analyzed. The results indicate that the wayfinding behavior of women and men is different and there is a direct relationship between emotional intelligence and routing of women and men. Women have higher self-awareness than men when it comes to wayfinding, and they also have more emotional ability and interpersonal sensitivity than men while performing this behavior in the environment. Men have stronger feelings than women in the process of wayfinding and determining the management path in the urban environment, and they have more self-confidence during this process. Men are more optimistic than women in the urban environment. Women use route and sign knowledge in wayfinding. Men use route knowledge.

The current research aims to examine the structural relationships between sleep problems and emotional intelligence in adolescents, considering the mediating role of defect in executive functions. The present research had a descriptive-correlational design. The study sample included 381 first-grade high school students in Tabriz during the academic year 1401-02, selected through cluster random sampling. Data were collected using the Pittsburgh Sleep Quality Index questionnaire, the Siberia and Shiring Emotional Intelligence Questionnaire, the Gross and John Emotion Regulation Questionnaire, the Wisconsin Card Sorting Test software, and the Continuous Performance Test software task. Statistical methods used for data analysis included Pearson correlation coefficient and path analysis. The results showed that sleep problems have a direct and indirect influence on emotional intelligence through emotion regulation and cognitive flexibility. Based on the research findings, it can be concluded that emotion regulation and cognitive flexibility play a mediating role in the relationship between sleep problems and emotional intelligence.

Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), software tests of Wisconsian card sorting (Grant and Berg, 1984), go /no go (Hoffman, 1984) and mind reading through eye images (Baron-Cohen et al., 2001) were used. For data analysis, Pearson's correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions.

The purpose of this research was to predict life satisfaction based on emotional intelligence, spiritual intelligence and mental health of couples. This research was carried out by correlation method. The statistical population of the research includes all the couples referred to the Mehrana counseling center in Tehran, numbering 360 people, and the total number of the population and referring to the Krajcie and Morgan table was estimated to be 186. Data collection tools included Diener's Life Satisfaction Questionnaire (1985), Bar-On's Emotional Intelligence (1980), King's Spiritual Intelligence (2008), and Goldberg and Hiller's Mental Health Questionnaire (1972). The analysis of the collected data was done in two descriptive and inferential ways through SPSS21 software. In this research, descriptive statistics were used to calculate the mean and standard deviation of the research variables and to show the frequency and related graphs, and inferential statistics were used to investigate the research hypotheses. The results showed that the variables of emotional intelligence (Beta = 0.254), spiritual intelligence (Beta = 0.186) and mental health (Beta = 0.429) are able to predict the life satisfaction of couples. It can be concluded that mental health has a greater contribution in predicting life satisfaction of couples.

The aim of the current research was to investigate the mediating role of emotional intelligence in the relationship between the dimensions of socially competent theory of mind in adolescents. The population of the current research was all female adolescents aged 12 to 15 in Tabriz city. 150 teenagers were randomly selected. The required information was collected by Stirenman's theory of mind test (1990), Barr's emotional intelligence scale (1980) and Felner's social competence measurement scale. Statistical analysis was performed by multiple mediation model test with more than one independent variable using AMOS and SPSS21 statistical program. Research evidence, in general, of the positive and significant relationship of emotional intelligence with various indicators of social adjustment, such as appropriate social behavior in elementary school children, empathy of people with each other and openness to feelings, lack of negative interaction with friends, warmth and feeling of sympathy with others, Communicating positively with others and being satisfied with this relationship informs. Based on the findings of this research, emotional intelligence plays a mediating role in the relationship between theory of mind variables and social competence in adolescent girls. This indicates the full mediation role of the dimensions of happiness, realism, interpersonal relationships, self-control and flexibility in the relationship between second-level theory of mind and social fulfillment.