جستجوی مقالات مرتبط با کلیدواژه "سواد عاطفی" در نشریات گروه "علوم تربیتی"

The training of productive and effective teachers is the task of education system. One of the things that can help the development and growth of the educational system is training teachers with high intelligence and emotional literacy. The main purpose of the research was to identify the emotional literacy characteristics of student teachers from the experts' point of view. This qualitative research was done by content analysis method. The participants in this research consist of 14 professors, curriculum specialists and psychologists who were selected through purposeful and snowball sampling. The criterion for the adequacy of the number of participants was theoretical saturation. The research data collection tool was a semi-structured in-depth interview. Validation of data was done through reliability and trustworthiness using alignment technique. Continuous and targeted analysis of data was done simultaneously with their collection using the content analysis method. Based on the findings of the research, four main components or content of knowledge related to students' characteristics and needs, knowledge related to teaching and classroom, personality characteristics and skills were obtained. A teacher should not only focus on cognitive characteristics and academic performance. Students should pay attention to the various dimensions of the student, including the emotional (attitude) dimension and not neglect this dimension in order to increase the motivation and interest of the students in the classroom and change the student's behavior.

This research aimed to explore the role of schools and the factors influencing the enhancement of emotional and social literacy among elementary school students. Emotional and social literacy are essential for children's overall development, impacting their academic performance, relationships, and well-being. The objective was to identify and prioritize these factors to support effective integration of such programs in schools.

The study used a combination of library research and content analysis of primary school principal's and teacher's opinions. A descriptive survey method was employed for validation, involving 252 randomly selected managers and teachers using a single-stage cluster approach. Data were collected via a researcher-made questionnaire, whose validity was confirmed by experts and reliability established with a Cronbach’s alpha of 0.92.

Analysis identified key factors influencing social-emotional literacy, including school environment, teacher-student relationships, curriculum content, extracurricular activities, and parental involvement. Positive school environments and strong teacher-student relationships were among the most critical factors.

Schools significantly impact the development of student’s emotional and social literacy. Effective strategies include fostering supportive school environments, enhancing teacher-student relationships, integrating social-emotional learning into the curriculum, and promoting parental involvement. Future research should explore these factors further and consider a more diverse sample to validate these findings.

Paying attention to the knowledge, attitude and practice of student-teachers is the main condition of programs related to promoting emotional literacy in society. The purpose of this study was to achieve the framework of emotional literacy education curriculum for Farhangian University of Iran.This research was conducted qualitatively and based on data foundation theory. Participants in this study consisted of 14 professors, specialists and experts in curriculum planning and psychologists who were selected through purposive sampling and snowball type. The criterion for the adequacy of the number of participants was theoretical saturation. The research data collection tool was a semi-structured in-depth interview. Validation or lack of qualitative data was done through validation and reliability using data alignment technique. Findings of the research in the target section indicate that curriculum designers in the field of emotional literacy should pay more attention to the cognitive (cognitive), emotional (attitude) and psychomotor (skill) domains of emotional literacy education. Content in this curriculum was selected according to the characteristics of learners, inclusive and activity-oriented. The features of teaching-learning strategies of this program are interactive, practical, exploratory and exploratory, and the features of curriculum evaluation are rationality and evidence-based.

The tendency to extramarital relationships is most critical issues for couples and it seems that marital relationships are formed based on attachment and emotion and regulate it is integral part of this relationship. The aim of this study was to investigate the mediating role of cognitive emotion regulation in the relationship between attachment styles and emotional literacy with a tendency to extramarital relationships.

The research method was correlational. The statistical population included a population of approximately 10,000 women with experience of infidelity of husbands who in 2019 referred to the family court and counseling centers and psychological services in Tehran. According to Morgan and krejcie table, 373 people were selected by cluster sampling. The research tools were; attitudes toward infidelity scale of Whatley (2008), Cognitive Emotion Regulation Questionnaire of Garnfsky et al (2001), Emotional literacy subscale from the scale of psychological functions of Iranian family of Kimiaei et al. (2012) and Adult Attachment Questionnaire of Hazan and Shawar (1987). Data analysis was performed using structural equations and SPSS-25 and Amos-24 software.

The research model had a good fit. The direct effect of attachment styles was significant on the tendency to extrasensory relationships (P<0.01). Was significant indirect effect of attachment styles and emotional literacy mediated by negative emotion regulation and the indirect effect of avoidant attachment mediated by positive emotion regulation on the tendency to extramarital relationships (P<0.05).

Increasing cognitive emotion regulation based on attachment and emotional literacy can be way to reduce tendency to extramarital relationships.

this study was disigned to detrmine the predictive role of emotional literacy through the mediation of conflict resolution in the emotional divorce.

the design of this study was descriptive and correlational. In this study, which was conducted in 2014-15, 178 married men and woman selected by available sampling method in order to participate in our study. Iranian family psychological function scale (IFPFS, 2012) and emotional divorce questionnaire (Gottman, 1991) were used in order to collect data. Data analyzed by Pearson correlation method and regression analysis. Data analysis performed by using SPSS 21. The study finding showed that emotional divorce predicted by variables.

results indicate emotional literacy and conflict resolution were the predictor of emotional divorce. in addition to this, emotional literacy also predicts conflict resolution. Conflict resolution had a mediator’s role between emotional literacy and emotional divorce.

the finding suggests that couples experience emotional divorce when they suffer from lack of emotional literacy and unable to resolve the conflict. Thus, reinforcement emotional literacy and identification conflict resolution styles provide the better perception of the emotional divorce etiology.