جستجوی مقالات مرتبط با کلیدواژه « intrapersonal skills » در نشریات گروه « علوم انسانی »

The number of students graduating from schools without acquiring knowledge and infrastructure skills is increasing day by day. The fact is that schools only give people "information and knowledge", but real life requires "wisdom" and "skill". Instead of acquiring the skills necessary for life, such as creative thinking and problem-solving ability, financial management, negotiation skills or communication skills,. they only learn to memorize information. A memory that is not very stable, this system needs to be reviewed and modified. In this study, non-cognitive concepts in previous studies in this field and upstream documents have been studied and then interviewed with experts with the approval of non-cognitive skills and their classification.  

In this research, qualitative research method, contextual theory was used.The statistical population of the research includes principals, teachers and deputies of the first secondary schools. Appropriate target sampling method (interview with 45 people) was required. Semi-structured interview tools were used to collect research data.

Qualitative analysis method was used to analyze the research data.The results were analyzed using Maxqda software. For this purpose, the analysis was performed in three stages of open coding, central coding and selective coding; and 210 open codes were extracted and then classified into 46 sub-components and 17 main components (central code) and 3 sub-categories and 2 main categories (selective code).

The results of this study showed that the main categories are key and basic competencies and sub-categories include non-cognitive interpersonal and intrapersonal skills.

The present study determines the relationship between emotional intelligence and its components, including interpersonal skills, intrapersonal skills, adaptability, stress management and general mood with irrational beliefs and academic achievement of university students. 370 undergraduate and postgraduate students of Karaj Azad University (262 female and 108 male) participated in this study. They completed Bar-On’sEmotional Intelligence Scale (1997) and Jones Irrational Beliefs Questionnaire (1968). Results showed a significant and negative relationship between emotional intelligence and the irrational beliefs. Students who had higher emotional intelligence exhibited less irrational beliefs. Moreover, the components of emotional intelligence, including interpersonal skills, intrapersonal skills, adaptability, and general mood had significant and negative correlation with irrational beliefs. So that students who had higher scores in these components had less irrational beliefs. Among components of emotional intelligence, only component of stress management was not significantly associated with irrational beliefs. Also, findings indicate a positive relationship between emotional intelligence and its components with academic achievement, and suggest a negative link between academic achievements with irrational beliefs. Based on its findings, it can be concluded that since beliefs are the underlying determinant of feelings and human behavior, it is necessary for reduction irrational beliefs of students, improve their level of emotional intelligence in various ways, including emotional intelligence training courses and workshops, and this way can guarantee their mental health and their academic achievement.