هوش هیجانی

Cooperative learning means increasing the ability to guide and explore science, which can be linked to students' social skills, anxiety and mental readiness. However, since it affects these variables, it may be facilitating or moderating by some of the personality traits of teacher and students.  Therefore, investigating the relationships of these variables to determine the role of each is an inevitable necessity.

This study aimed to investigate the relationship between cooperative learning on social skills, mental skills development and reduction of social anxiety in students by mediating emotional intelligence in students.

The research method is descriptive-correlational. The statistical population of this study was all students of Meysan city. The sample consisted of 171 students in Meysan city who were selected by stratified random sampling. Data were collected using Karimi participatory teaching method questionnaire (2012), emotional intelligence from Goleman (2001), social skills from Gresham and Eliot (1990), mental skills from the Association of American Colleges and Universities (2007), and social anxiety from Lajerka (1999). Data were analyzed using Pearson correlation coefficient and path analysis in SPSS and Lisrel statistical software.

The findings indicate that the proposed model is fitted with the data. The results of path analysis showed that direct path coefficient of participatory learning and emotional intelligence to mental skill, social skill and social anxiety were significant(P≤0.05). Also, indirect path coefficient of participatory learning to mental skill, social skill and social anxiety through emotional intelligence is also significant (P≤0.05).

Based on these results, it can be said that by teaching cooperative learning to students, social and mental skills can be improved and reduce the level of social anxiety by doing participatory activities.

Social support is known to be the most powerful coping force for successful and easy coping when dealing with stressful situations and makes it easier for patients to bear problems.

The purpose of this research was to investigate the effect of emotional and spiritual intelligence and social support on creativity and motivation with the mediating role of self-improvement.

The method of the current research was descriptive correlation type with path analysis approach. The statistical population consisted of 336 students in the fourth grade art course of Al Muthani province. Using Cochran's formula, 148 of them were selected by random cluster sampling. To collect research data, from six standard questionnaires of Goleman emotional intelligence (2001), King spiritual intelligence (2008), Zimet et al.'s social support (1988), Cooper self-improvement (1997), Torrance creativity and Harter academic motivation. (1981) was used. The validity of the questionnaire was confirmed and the reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study for emotional intelligence questionnaire 0.89, spiritual intelligence 0.84, social support 0.89, creativity 0.87, academic motivation 0.91 and self-improvement. 0.79 was approved. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software.

The results showed that emotional intelligence, spiritual, social support and self-improvement have a positive and significant effect on students' creativity and motivation, also the results showed that the mediating role of self-improvement in influencing emotional intelligence, spiritual and social support on students' creativity and motivation is positive and it is meaningful.

Social support, by acting as a mediator between life stressors and the occurrence of physical and mental problems, as well as strengthening students' knowledge, reduces stress and increases motivation in students.

This study investigates the prediction of drug abuse tendency among students based on academic alienation, family functioning, and academic procrastination, mediated by emotional intelligence. 

A descriptive-correlational design was used, targeting 500 male secondary students in Bijar city (2021–2022). A sample of 217 was selected via convenience sampling (Morgan-Krejcie, 1970). Data were collected using questionnaires on drug abuse tendency (Johnson, 1989), academic alienation (Dillon & Gruet, 1976), family functioning (Epstein et al., 1983), academic procrastination (Solomon & Rothblum, 2013), and emotional intelligence (Bradbury & Greaves, 2004), analyzed via path analysis in SPSS (Version 24) and AMOS. 

Academic alienation, family functioning, and academic procrastination significantly predicted drug abuse tendency through emotional intelligence (p < 0.05), explaining 63.5%, 52.0%, and 73.1% of the variance, respectively. 

These factors highlight the role of academic and familial influences in drug abuse tendency, informing targeted educational interventions.

Students of any country are considered as the intellectual and spiritual assets of that country, and therefore examining the specific issues of students and ensuring their physical and mental health is one of the most important goals of educational planners. Therefore, the purpose of this research was to investigate the relationship between emotional intelligence and perfectionism and mental health of undergraduate students. 

Research method:

 240 students (140 girls and 100 boys) were selected from among the students who were studying in the academic year 1402-1401 using stratified random sampling method. The research tools included three questionnaires of emotional intelligence, perfectionism and mental health, which were distributed among the sample and the necessary information was collected and analyzed. In the inferential statistics section, Pearson's correlation coefficient, multivariate regression analysis, multivariate variance analysis and independent t-test were used.

The findings showed that there is a positive relationship between the emotional intelligence dimension of general mood and mental health. No relationship was found between dimensions of perfectionism and mental health. There is a negative relationship between all dimensions of emotional intelligence and all dimensions of perfectionism. Emotional intelligence predicts 2% of the variance of mental health. Also, no difference was found between boys and girls in terms of emotional intelligence, perfectionism and mental health.

Therefore, it is suggested to create conditions for the education of students to improve their self-awareness while familiarizing themselves with the principles of increasing mental health and coping with anxiety and stress.

The purpose of this study was to compare the effectiveness of emotional intelligence and self-compassion training on mental well-being and academic vitality of second-year high school students in Hamadan.

The present research method was a three-group quasi-experimental study (two experimental groups and one control group) with pre-test and post-test. The population consisted of second-year high school students in Hamadan in the academic year (1402-1403). The sample at this stage was selected using a multi-stage cluster sampling method, and 60 of these individuals (20 in the first experimental group, 20 in the second experimental group, and 20 in the control group) were randomly selected. The measurement tools of the research variables were the Keyes and Magyarmoder (2003) Subjective Well-Being Scale questionnaire and the Martin and Marsh (2008) Academic Vitality Questionnaire, respectively. To test the research hypotheses, the MANCVA test and its assumptions were used. ANOVA (one-way analysis of variance) test with boxplot and Tukey and Scheffe post hoc test, etc. For multiple comparisons in the post-test, SPSS version 23 software was used.

The results of this study showed that emotional intelligence and self-compassion training are effective on the subjective well-being and academic vitality of female high school students in Hamedan. So that the scores of students who had received the necessary training in relation to emotional intelligence and self-compassion were higher than those of students who had not received any training in this regard. It was also found that there is no significant difference between the effectiveness of emotional intelligence and self-compassion training on the subjective well-being and academic vitality of female students.

Psychologists can help students become more aware of their emotions and learn how to deal with them. To set meaningful and achievable goals for themselves. Realistic goals that are related to personal interests can increase motivation and academic vitality. Self-compassion training can help students strengthen their intrinsic motivation. They also need to be taught to enjoy having meaning and a deep connection to academic subjects and to use strategies such as analyzing problems, connecting to everyday life, and making connections with the content.

The purpose of this research is to compile a structural model of social adaptation based on parenting styles and emotional intelligence with the mediating role of self-efficacy and mental health of high school boys. The current research with applied goals and research design was a correlation of the structural equation model that investigated simultaneously between predictor, criterion and mediator variables. Also, in terms of the method of collection, the data was cross-sectional and the statistical population included all male students of the second year of high school in Mahabad city in the academic year 1402, of which 322 people were selected as available samples. To collect information, Sinha's adjustment questionnaire (1993), Goldberg's general health (1972), Morgan and Jinks' academic self-efficacy (1999), Baumrind's parenting methods (1973) and Schott's emotional intelligence (1998) were used. The statistical technique used in this research, according to the type of research, was the structural equation model method of the complete latent variable type. For statistical analysis of data, Spss software version 26, Amos software version 24 and R software (lavaan and mvnormtest packages) were used. The obtained results showed that all six predictor variables (academic self-efficacy, mental health, emotional intelligence and three permissive, authoritarian and decisive parenting styles) have a significant role on the social adjustment variable at the error level of 0.05. Also, the variables of mental health, emotional intelligence and the three parenting styles of permissive, authoritarian and assertive had a significant effect on the variable of academic self-efficacy. In examining the indirect effects of variables on social adjustment, the results showed that mental health, emotional intelligence and the three parenting styles permissive, authoritarian and decisive have a significant effect through the mediating variable of mental health .Keywords: Emotional intelligence, mental health, social adjustment, high school boys, academic self-efficacy, parenting styles

to investigate and compare the components of emotional intelligence and distraction in students with attention deficit hyperactivity disorder and normal students.

The data were used in terms of purpose and descriptive-comparative in terms of information gathering method. The statistical population was all students (7-12 years old) who had hyperactivity disorder and attention deficit in Shahr Behshahr. The statistical sample included 70 students with attention deficit disorder and 70 normal students who were selected based on available sampling. The data collection tools included the emotional intelligence questionnaire of Shot (1998) and the standard questionnaire of distraction in the Trigros class (2019). The reliability of the questionnaires was above 0.70. Also, content validity was used to measure the validity of the questionnaire, and the questionnaires were confirmed by the relevant experts. Data analysis was done using multivariate analysis of variance.

It showed that there is a difference between the amount of emotional intelligence components and the amount of distraction in hyperactive students and normal students. Also, the average of emotional intelligence is different in students with attention deficit and hyperactivity disorder and normal students.

Based on the results, it can be stated that paying attention to the components of emotional intelligence in the degree of distraction of students suffering from attention deficit and hyperactivity disorder is of significant importance.Keywords: distraction, emotional intelligence, hyperactivity.

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 purpose of this study was to investigate the mediating role of emotional intelligence, self-compassion and resilience in the relationship between mindfulness and happiness. The method of this descriptive-correlational research was structural equation modeling. The statistical population of this study included all undergraduate students of Isfahan University, Isfahan, Iran in the academic year of 1400-1401. According to the Krejcie and Morgan table, 373 people were selected by using cluster sampling method. The Researchers used the Oxford Happiness Questionnaire-Short Form, the Freiburg Mindfulness Inventory-Short Form, the Bradberry and Greaves Emotional Intelligence Questionnaire, the Self-Compassion Scale-Short Form and the Connor-Davidson Resilience Scale-Short Form to collect the data. Pearson's correlation coefficient method and structural equation modeling were used to analyze the data. In addition, the findings showed that the significant direct effect of mindfulness on happiness, emotional intelligence and self-compassion. Also, the direct effects of emotional intelligence and self-compassion on resilience and happiness were significant. In addition, emotional intelligence, self-compassion, and resilience mediated the relationship between mindfulness and happiness. Moreover, the indirect effect of mindfulness on happiness was significant in that mindfulness leads to an increase in resilience by enhancing emotional intelligence and self-compassion, while it improves happiness by increasing resilience. These findings have important practical implications for educational-counseling interventions to improve happiness.

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

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.

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.