جستجوی مقالات مرتبط با کلیدواژه « هوش شناختی » در نشریات گروه « علوم تربیتی »

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.

The study aim is to present the Relationship Between Cultural Intelligence Instruction & Cultural Adaptation Among Employees in University. Research method was descriptive and kind of survey, statistical population were included Employees in Islamic Azad University Tehran Shag Branch, which is based on information received was 250 . The measuring tool has been researcher made questionnaire with 4 main dimension and using of 5 degree Likert scale. To measure validity, at the first content validity by experts and then construct validity was confirmed and relationship between questions and factors was approved. Also to assess the reliability used of Cornbrash's alpha coefficient that in this study Amount was calculated for the cognitive Intelligence 98/0, Metacognitive Intelligence 97/0, motivate Intelligence 97/0 and behavior Intelligence 98/0. At levels of descriptive statistics was used of frequency, percentage, cumulative percentage, mean, standard deviation and inferential statistics of independent Sample t-test, ANOVA and structural equation modeling.. Demographic findings also showed that there is significant relationship between Cultural Intelligence & Cultural Adaptation Among Emplooyees in University.

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.

This study aimed to investigate the relationship between emotional intelligence and cognitive intelligence and job performance of lenjan elementary management. This study was a cross-sectional correlational study. The study statistical population included 306 persons. Sample persons 146 managers from three elementary schools، middle school and high schools of LENJAN were randomly selected for sampling. Research data Using Sharing emotional intelligence questionnaire، a with five- component (self- awareness، self-control، spontaneous، empathy and social skills)، and Raven supervisor job performance were collected. Results showed that scores on emotional intelligence and cognitive intelligence could of predicts job %17 of performance. There is no significant correlation between emotional intelligence and cognitive intelligence، and job management elementary school there is a significant correlation (P<0/05). Between IQ and job (P<0/05). There are significant positive and correlations between emotional intelligence، cognitive intelligence. This result indicates the importance of emotional intelligence in schools management.

The Purpose of Present research was to study the relationship between age, education, sex and employment history with emotional intelligence, and cognitive intelligence among managers in enjan area. In this study, the correlation and cross-sectional method was used. The study population was 306 persons, that 146 managers at elementary, guidance and high school were selected randomly. Data were collected using Shyryng Emotional Intelligence Questionnaire, Raven and supervisor job performance and Askatr questionnaires. Results showed: There was a negative and significant correlation between emotional intelligence, self-control, and job history at p<0/05. There was positive and significant correlation between self control and gender, but negative correlation between spontaneous and gender at p<0.01. Also, there was no significant relation between age, education, employment history, and gender with emotional intelligence items and cognitive intelligence among managers in guidance and high schools.

For centuries, intelligence as an individual characteristic, has been accepted. One of the popular tests namely intelligence quotient is stated in the rational understanding. In many cases, a big part of the human experiences, including: human feelings and his motivation desires are completely ignored. In recent years, the spirit quotient factor has been considered. This factor includes: intelligence quotient which is more inherent and emotional quotient that is much more acquired. Study in the process of intelligence-training-evaluation, especially in the realm of engineering sciences and fundamental change, is a necessity. In the present paper, in addition to the theory of different practical solutions, the educational engineering system and the status of balance in the intelligence and emotional quotient of students are presented.

This research was done in a kind of correlation -descriptive method with the surrey objective of relationship between emotional intelligence and academic achievement of students who studied in three grade in high school (theorotical course) in Saghez city. 315 people(161 girl and 154 boys) were in researchs range that were chosen in stratified random sampling. The method of collecting data was emotional intelligence questionnaire (siberiya shering) and cognitive intelligence test (ravin) in wich students answered both. Two research questions and four hypotheses were presented that after statistical experiments and analyses,the following results were earned: 1- There was meaningful –relationship between academic achievement and emotional intelligence rate.
2- We did not observe a different –relationship between students emotional intelligence who studied in different field of study (mathematical, experimental, human).
3- There was diffrence between the girls academic achievement and boys academic achievement, so that the girls academic achievement is much more than boys academic achievement.
4- There was no meaningful-difference between boys emotional intelligence score, we made a comparison between emotional intelligence components of (self stimulation, self awareness, self control and social consciousness and social skills) and as result, we saw that girls social conciousness component score was much higer than boys and we did n’t observe any meaningful – difference between other components.