جستجوی مقالات مرتبط با کلیدواژه "شایستگی هیجانی" در نشریات گروه "علوم تربیتی"

The present study was conducted with the aim of studying the mediating role of emotional competence and life satisfaction in the relationship between academic procrastination and psychological well-being of students. The research was of a descriptive-correlation type and the statistical method was path analysis. The research population was 2500 university students of Mazandaran province in the academic year of 1998-99, who were selected by random cluster sampling method, 326 people. The research tools were Solomon and Roth Bloom's academic procrastination questionnaire (1984), Scott Hubner's multidimensional student satisfaction scale (2001), Riff's psychological well-being (1989) and Warr's Emotional Competence Scale (1990). The findings showed that academic procrastination has a direct, negative, and significant relationship with emotional competence (r=-0.41). Academic procrastination has a direct, negative and significant relationship with psychological well-being (r=-0.39). Life satisfaction has a direct, positive and significant relationship with psychological well-being (r=0.35). Emotional competence has a direct, positive and significant relationship with psychological well-being (r=0.38). Emotional competence has a direct, positive and significant relationship with life satisfaction (r=0.31). Academic procrastination has an indirect, negative and significant relationship with psychological well-being through the reduction of emotional competence. It is concluded that students' procrastination harms their emotional competence, and if emotional competence is associated with life satisfaction and effective communication with family, friends, university environment, positive self-image and acceptance and commitment, psychological well-being increases. The practical suggestion is that education specialists hold educational workshops in order to evaluate the levels of academic procrastination and learn about the psychological needs of this group of students, to prepare them for a better academic life and personal life satisfaction. The research proposal is to test and study this relationship among students of other universities in the conditions of the Corona crisis and after.

This study aimed to investigate the structural relationship between academic resilience and academic well-being with the mediating role of emotional competence. This study adopted a descriptive-correlational design, and the statistical population included all high school students in Evaz, a city located in the south of Fars province, of which 292 (118 boys and 174 girls) were selected using a convenience sampling method. The participants were asked to fill in academic resilience scale, emotional competence, and academic well-being questionnaires. To analyze the data, descriptive statistics and structural equation modeling using SPSS-16 and AMOS-24 statistical software were used. The results showed that academic resilience predicted academic well-being both directly and through intrapersonal emotional competence though the mediating effect of interpersonal emotional competence was not significant. In addition, while intrapersonal emotional competence positively and significantly predicted academic well-being, interpersonal emotional competence did not significantly predict academic well-being. The findings of this study contribute to the literature both theoretically and practically. From a theoretical perspective, the findings highlight the importance of intrapersonal antecedents in enhancing academic well-being. From a practical point of view, the results show that students’ intrapersonal emotional competence and academic resilience can be promoted by providing them with the necessary training, which, in turn, can contribute to students’ academic well-being.

Emotion is a strong affective perception or feeling that arises from personal circumstances, one's mood, or communication with others. Emotions are multidimensional and have holistic structures that consist of different dimensions such as behavioral expression, physiological layers, phenomenological experience, cognitive processes and social context. The aim of this study was to investigate the structure of emotion and its components, classification of emotions, the effect of visual impairment on the development of emotion, identification of emotions in learners with visual impairment, emotional competence and the application of emotion identification for students with visual impairment. The method of this research is descriptive and review. Articles and books in reputable scientific databases from 2001 to 2022 were used to collect information.

The emotional development of children and adolescents with visual impairment develops differently compared to their normal peers. The ability to accurately identify the emotions of others is considered central to achieving emotional competence. Understanding the content of other people's emotional states goes beyond simple understanding of primary emotions such as happiness, anger or sadness. Although people with visual impairment do not necessarily have a problem in understanding basic emotions, they are delayed in identifying emotions and especially in identifying higher-order emotions such as anger, embarrassment, and disappointment. Considering that the social world becomes integrated and comprehensible for people with visual impairment through the understanding of these emotions. Therefore, it is possible to improve the development of their emotional competence by teaching higher-order emotions.