emotional intelligence

Spiritual intelligence is the intelligence with which we deal with and solve semantic and value problems, the intelligence that By putting life's activities and tasks into broader, richer and more meaningful contexts, we use them to To know the meaning of our actions. Emotional intelligence related to emotional and social skills and abilities Self and others, so the purpose of the present study is to investigate the relationship between emotional intelligence and spiritual intelligence The academic performance of high school female students in district 2 of Tehran was. Correlation research method That is through modeling structural equations. The population consisted of 1500 students Secondary school districts of Tehran were in the academic year 1398-1989, based on Cochran's formula of 305 students They were selected at random. Research instrument, Emotional Intelligence Questionnaire (Bar-on, 1997) The questionnaire was Spiritual Intelligence (King, 2008). To analyze the data with various preliminary analyzes (ie Mean, standard deviation, Pearson correlation coefficient to obtain an initial insight into the data Then, more sophisticated analyzes are performed to evaluate the fit of the proposed model and to investigate the research hypotheses through Structural equation modeling was performed using amos software. The results of this study showed that between There is a significant relationship between emotional intelligence, spiritual intelligence and academic performance. Finally, based on these findings Emotional intelligence and semantic intelligence can predict students' academic performance.

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 are one of the important and effective social groups of the society, and it is very important to pay attention to their self-efficacy. Therefore, the purpose of this study was to determine the fit of the model of predicting students' quality of life based on emotional intelligence and self-esteem with the mediating role of self-efficacy. The current research is applied in terms of purpose and descriptive-correlation type using structural equation modeling. The statistical population of all the students of Islamic Azad University of Qom Medical Sciences Unit was 1128 people, and 289 people were selected based on Klein's method and based on purposive sampling. The research tools included World Health Organization's Quality of Life Questionnaire (1965), Sherring's Siberian Emotional Intelligence Questionnaire (1998), Rosenberg's Self-Esteem Questionnaire (1965), and Scherer's General Self-Efficacy Questionnaire (1982). The results showed that the quality of life of students has a significant relationship with emotional intelligence, self-esteem and self-efficacy at the level of 0.01, and there is also a significant relationship between emotional intelligence and self-esteem, and using multiple linear regression, it was determined to be 16.5%. From the variable changes, the quality of life is determined by predictor variables of emotional intelligence and self-esteem. It can be concluded that by improving the levels of emotional intelligence, self-esteem and self-efficacy, the aspects of quality of life can be increased in students. The result of the present research can be used by organizations and bodies to increase the quality of life of students.

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.

A review of research history shows that there is a relationship between emotional intelligence and social skills. But few studies have investigated the relationship between parents' emotional intelligence and children's social skills in childhood. Also, there is a research gap in the field of examining the mediation role of parent-child relationship in this relationship.

The present study was conducted with the aim of investigating the mediator role of parent-child relationship in the relationship between parent's emotional intelligence and child's social skills.

The present study was descriptive and of correlation and structural equations. The statistical population was all preschool children of Bojnord city in 2022; 210, children with cluster sampling method were selected as statistical sample.The data were collected using Children's Social Skills Questionnaire (Matson,1983), Emotional Intelligence (Schering, 1996) and Parent-Child Relationship (Pianta, 1994). The suitability of the proposed model was done using structural equation modeling and AMOS software.

The results showed that the fit indices of the proposed model are acceptable. The assessment of mediating relationships using the bootstrap method showed that parent's emotional intelligence through the parent-child relationship has an indirect and significant positive effect on the child's social skills (p= 0.000, β= 0.43). However, the direct effect of parents' emotional intelligence on children's social skills was insignificant in the presence of the mediator variable (p= 0.532, β= 0.07). Therefore, the mediating relationship resulting from the current study model was full mediating or purely indirect mediating.

According to these results, the parent's emotional intelligence can lead to the increase of children's social skills through improving the child's parent relationship. Also, improving the communication style of parents with children and reducing conflicts in the relationship can contribute to improving children's social skills.

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.