هوش هیجانی

Opinions based on three perspectives have been given by theologians regarding the reason for the existence of evil in the world. The main goal of this research is to investigate the effectiveness or positive impact of believing in each of these types of attitudes in life. For this purpose, the emotional intelligence of individuals in three belief groups has been measured on the problem of evil. The stance of these people was measured through interviews. In this study, the correlation method was used in a causal-comparative design, and the research sample was selected using a non-probability and accessible method, with a total of 72 people. The data were analyzed using the Kruskal-Wallis statistical analysis method, and the results showed that there was a significant difference (P<01, X2(2) = 21.9) between the emotional intelligence of the three belief groups in the problem of evil. The average rank of the first group is 39.52, the second group has an average rank of 39.89, and the third group has an average rank of 27.63. The type of attitude towards evil is one of the factors related to emotional intelligence. Therefore, the results of this study can indicate the context and direction of future research, in which more extensive research should be conducted to more accurately identify each group that believes in evil in terms of emotional intelligence, so that an attitude can be considered and emphasized that increases the individual's ability to adapt to environmental requirements and resulting pressure.

The purpose of this research is to design and compile an educational package for a couple of Qur’an surahs based on Qur’an understanding plan and to determine its effectiveness on the emotional intelligence of primary school students. The research method was semi-experimental with pre-test, post-test and follow-up with the control group. The statistical population of the research includes all the first-grade elementary students of Borujen city in the academic year of 2014-2014; a sample size of 40 students were selected by available sampling method and randomly replaced in two experimental (20 students) and control (20 students) groups. After conducting the pre-tests, the experimental group was trained for nine sessions. This research uses the Bar-On emotional intelligence scale tool. Using descriptive statistics and inferential statistic methods of analysis of variance with repeated measurements, the resultant data of this research were analyzed using version 26 of Spss software. The results indicates that the educational package has been able to significantly increase the emotional intelligence of students.

The purpose of this research was to evaluate the effectiveness of the marital compatibility model based on the dimensions of intelligence on the emotional intelligence of compatible and incompatible couples in Kermanshah city in 2022-2023. In terms of the practical purpose and in terms of the implementation method, the present research was descriptive of the content analysis type (by reviewing the research literature in the field of marital adjustment model based on intelligence dimensions and also the opinions of experts in the field of family counseling). The statistical sample of the qualitative part was to develop a training package for compatible and incompatible couples living in Kermanshah city (10 family counseling specialists) in the year 2022-2023. In order to sample according to the purposeful sampling method, 40 compatible and incompatible couples of Kermanshah city were selected to extract the components of the marital compatibility model based on the dimensions of intelligence and to investigate the effect of independent variables, a training package approach was developed for 10 couples and for the control group. Also, 10 compatible and incompatible couples were selected and randomly placed in experimental and control groups. The results showed that the intervention of the marital compatibility model based on intelligence dimensions had a significant effect on increasing emotional intelligence and its components (P=0.001). Therefore, it can be concluded that the model of marital compatibility based on the dimensions of intelligence can be considered by psychologists and counselors in premarital counseling and family counseling.

Research on the effect of organizational trust on employees' organizational citizenship behavior has been conducted for many years, but the effect of the internal mechanism for organizational trust on organizational citizenship behavior has not been well investigated. Based on social exchange theory and organizational identity theory, this study examined the effect of organizational trust on organizational civic behavior and showed the mediating role of emotional intelligence from the cognitive and psychological perspective of employees.

This research used a two-wave and multi-source strategy to validate hypotheses with 163 valid questionnaires among teachers. For this purpose, a sample size of 163 people was estimated from the population of 282 secondary school teachers in West Islamabad using Cochran's formula and the samples were selected by simple random method. The research data collection tool includes three standard organizational trust questionnaires by Kanawattanachai & Yoo (2002); Organizational citizenship behavior was Bell & Menguc (2002) and emotional intelligence Siberia Schering (1998).

The results of empirical analysis using structural equation modeling showed that: emotional intelligence plays a mediating role between organizational trust and organizational civil behavior. Organizational trust has a positive effect on teachers' organizational citizenship behavior. Organizational trust has a positive effect on teachers' emotional intelligence. Emotional intelligence has a positive effect on teachers' organizational civic behavior.  

The results of this study deepen the understanding of organizational trust and have important practical implications for improving the organizational citizenship behavior and emotional intelligence of teachers.

EThe current research aims to design a model. The model will develop the emotional intelligence of primary school students.

The research method is the qualitative method of grounded theory. The participants were child psychology and counseling specialists. They were familiar with elementary schools. Theoretical sampling selected 21 people for in-depth interviews. They continued until they reached theoretical saturation. Members validated the findings by using the matching method. They also did test interviews. To analyze the data we obtained, we used open, axial, and selective coding. The results of data analysis show 796 main ideas.

The results of data analysis show that 796 primary conceptual propositions with 70 sub-categories and 20 main categories in the form of 6 dimensions of the paradigm model include: causal conditions (intra-individual factors, interpersonal factors, family, educational system), phenomenon main (education of emotional intelligence), strategies (educational strategies, strategies related to family, strategies related to education and upbringing, game strategy), contextual conditions (awareness, creating opportunities, home and school alignment, attention to individual characteristics, internalization of social skills), Environmental conditions (social environment-economic environment, cultural environment, political environment) and consequences (individual excellence, social excellence, economic excellence) were identified.

The integration of categories based on the relationships between them, around the focus of developing emotional intelligence, forms a paradigm model that shows the model of developing emotional intelligence of elementary school students. As a result, the development of emotional intelligence of primary school students can lead to the development of their healthy social personality.

Personality types significantly influence creativity and emotional intelligence, playing a crucial role in enhancing individual performance and creating new career opportunities. The aim of this study was to examine the relationship between personality types, creativity, and emotional intelligence among employees of the Department of Education, District 1 of Bandar Abbas.research methodology This descriptive-correlational and applied research surveyed a population of 893 employees from the Department of Education, District 1, Bandar Abbas. Based on Morgan’s table, 265 participants were selected through simple random sampling. Data were collected using standardized questionnaires: Costa's Personality Type Inventory (1962), Zhou and George’s Creativity Scale (2001), and the Bar-On Emotional Intelligence Inventory. The content validity of the questionnaires was confirmed by experts, and their reliability was assessed using Cronbach’s alpha, yielding coefficients of 0.84 for personality types, 0.92 for creativity, and 0.86 for emotional intelligence. Data analysis was conducted using SPSS software and statistical methods including Pearson correlation and stepwise regression.

The results indicated a significant relationship between personality types and creativity (r = 0.470, p < 0.05) as well as between personality types and emotional intelligence (r = 0.510, p < 0.05). Additionally, personality types predicted 48% of the variance in creativity and emotional intelligence.

This study demonstrates that personality types have a direct influence on creativity and emotional intelligence and can be considered a critical factor in predicting and improving these traits in work environments.

Students with attention deficit/hyperactivity disorder (ADHD) often exhibit significant difficulties in problem-solving skills, which have serious consequences for their academic and social functioning. Therefore, efforts have been made to enhance these skills, and the current research aims to investigate the effectiveness of emotional intelligence training on the problem-solving skills of students with ADHD.

This research employed a semi-experimental design with pre-test and post-test measures, including a control group. The population consisted of all fourth and fifth-grade male students with ADHD in Tehran. The participants were selected from those attending counseling centers ava rhaie And kasra using convenience sampling and were randomly assigned to experimental and control groups. The experimental group received a 10-session emotional intelligence training program, while the control group received no intervention. All participants were assessed using the Heppner and Peterson Problem-Solving Questionnaire before and after the training.

Following the emotional intelligence training sessions, a significant improvement was observed in the problem-solving scores of students with ADHD.

The emotional intelligence training program proved to be an effective intervention for improving problem-solving skills in students with attention deficit/hyperactivity disorder.

The aim of this research was to investigate the relationship between electronic content-based teaching on creative thinking and the mediating role of emotional intelligence in elementary school.The statistical population of the research includes all primary school teachers in Nowshahr city who were teaching in the academic year of 1402-1403, and their number is 345, and finally, based on Morgan's table, a sample of 181 people was used to conduct the research. They are randomly selected. The method of this research is descriptive and correlational. collecting information with the help of three questionnaires; Teaching based on electronic content from Khizrulu (2013), Welch's Creative Thinking Questionnaire (2002) and Schering's Emotional Intelligence Questionnaire (1996) have been accepted, and the validity and reliability of all three questionnaires have been confirmed by other researches. The results of the research showed that the direct effect of teaching based on electronic content and creative thinking is equal to 0.246; Also, the indirect effect of teaching based on electronic content and creative thinking with the mediating effect of emotional intelligence is equal to 0.467; In addition, according to the Sobel test, the effect of the mediating variable of emotional intelligence on the variable of teaching based on electronic content and creative thinking is equal to 7.21 and it is confirmed because it is greater than 1.96. The results showed that teaching based on electronic content is effective on creative thinking with the mediating role of emotional intelligence. Accordingly, teachers who use electronic content-based teaching will clearly witness that the electronic environment provides an environment where students can ask questions with an open mind, think creatively, and listen to their views and perspectives. New motivation is that the mentioned items are in fact the central part of emotional intelligence which also forms the basis of creative thinking.

The purpose of this research was to investigate the relationship between stressful maternal attitudes and emotional intelligence in female students applying to participate in the 9th grade gifted test through the parent-child relationship.

The descriptive research method was structural equations type. The statistical population of the research included all female students who applied to participate in the 9th grade gifted test in Tehran along with their mothers. For this purpose, 301 students and their mothers were selected as samples by voluntary sampling method, and emotional intelligence questionnaires of Petrides et al. They were given the high-pressure maternal attitudes of Ghasempour et al. and the parent-child relationship of Fine et al. The evaluation of the proposed model was done using the method of structural equations. Bootstrap test was used to test indirect relationships.

The results showed that there is a significant relationship between all direct paths. The relationship between the indirect path was also significant through the parent-child relationship with emotional intelligence.

Based on the results of this research, the final model has a good fit and is considered an important step in the direction of knowing the effective factors in increasing the emotional intelligence of gifted students

The aim of this study is to investigate the effectiveness of emotional intelligence training on self-regulation in student with Attention Deficit/Hyperactivity Disorder. The research method is a semi-experimental design with pre and post test measures involving experimental and control group. The statistical population consisted of all fourth and fifth grade students with ADHD in Tehran in year 2023. 30 students with ADHD (17 fourth graders and 13 fifth graders) were selected from Raha and Kasra Counseling Centers using purposive sampling and were randomly divided to experimental (15 students) and control group (15 students). Emotional intelligence training program consisting of 8 sessions lasting 45 to 60 minutes each over 8 weeks was implemented for the experimental group.To assess self regulation, Self-Regulation Questionnaire (SLQ) before and after the intervention were used. Subsequently,. The data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS software. The results of the study indicate that emotional intelligence training significantly (P< 0.0001) improves the self-regulation skills of students with ADHD. Therefore, we suggeste that professionals incorporate emotional intelligence training programs into the therapeutic and educational programs for students with ADHD

The general purpose of the research was the effect of microorganization on the interpersonal trust of faculty members of Islamic Azad Universities of Fars province with the mediating role of their emotional intelligence.

The current research method was a descriptive correlational type. The statistical population was all academic faculty members of Islamic Azad Universities in Fars province, numbering 1811, and using random-cluster sampling method and through Cochran's formula and Morgan's table, 317 people were selected as the sample size. The research tools included the standard questionnaires of Brown and Green (2006), interpersonal trust of McAllister (1998) and emotional intelligence of Mayer and Salovey (1995). The validity of the questionnaires was confirmed and examined by content and construct validity, and composite reliability and Cronbach's alpha coefficient were used to check reliability. After distributing the questionnaires and collecting the data, it was analyzed by using the structural equation model and by Spss and Smart Pls3 software.

It showed that organizational wisdom has an effect on interpersonal trust (0.46); Organizational wisdom has an effect on emotional intelligence (0.79); Emotional intelligence has an effect on interpersonal trust (0.33); the emotional intelligence variable plays a mediating role in the effect of organizational wisdom on interpersonal trust (0.70).

Emotional intelligence strengthens the effect of organizational wisdom on interpersonal trust.

The present study aimed to investigate the effect of emotional intelligence on the way of communication with peers and the motivation of academic progress of elementary school students in Miami City. This research is applied in terms of purpose and descriptive correlation, which was conducted in the field. The statistical population of this research was formed by all the elementary school students of Miami city in the academic year of 2023-2024, whose number is about 6100 people. In this research, an available sampling method was used to select the sample, and 302 people were selected as a sample. To collect research data, a questionnaire tool was used, which included two parts. The first part of the questionnaire included demographic questions that were designed by the researcher, and the second part included three academic achievement motivation questionnaires by Wallerand et al. (1992), an emotional intelligence questionnaire by Wang and Lu (2002) and Matson's social skills questionnaire (1982) which was used to measure the relationship with Peers were used.The findings of the research showed that emotional intelligence has a positive and significant effect on the way of communication with peers and the academic progress of elementary school students in Miami City.

The purpose of this study was to prediction of job performance based on work-family conflict, sense of coherence feeling, psychological empowerment and responsibility and emotional intelligence in staff Bushehr ports and maritime organization. The descriptive- correlation method was used. The quantitative- correlation method was used. The statistical population consists of all staff ports and maritime organization Bushehr city in year 2020 to 1700 people. In this study, according to convenience sampling 400 students were selected as samples and they were asked to job performance questionnaire of Paterson (1992), work-family conflict questionnaire of Carlson and et al (2000), sense of coherence questionnaire of Flensborg-medsen and et al (2006), psychological empowerment questionnaire of Spreitzer and Mishra (1997), social responsibility questionnaire of Carroll (1991) and self-report emotional intelligence scale of Schutte and et al (1998). Data were analyzed using Pearson correlation and multivariate regression with using SPSS version 24 was investigated. Findings showed that there was negative and significant correlation between work-family conflict with job performance (P<0/01). There was positive and significant correlation between sense of coherence feeling, psychological empowerment and responsibility and emotional intelligence with job performance (P<0/01). Regression analyses also revealed that %51/1 of variance of job performance was explained by coherence feeling, psychological empowerment and responsibility and emotional intelligence. This study confirmed the significant contribution of coherence feeling, psychological empowerment and responsibility and emotional intelligence in job performance.

This study aimed to investigate the relationship between emotional intelligence and organizational commitment among secondary school teachers in District 15 of Tehran during the 2023-2024 academic year. The research method was applied in terms of purpose and descriptive-correlational in terms of implementation. The statistical population of the research included all secondary school teachers in District 15 of Tehran, totaling 1248 individuals (485 men and 763 women). Based on Cochran's formula, 295 participants (115 men and 180 women) were selected based on simple random sampling method. To collect data, the standard questionnaires of Emotional Intelligence (EQ-i) by Shoring (1996) with a reliability of 0.94 and Organizational Commitment (OCQ) by Porter (1980) with a reliability of 0.90 were used. The validity of both questionnaires was also confirmed by several expert professors. For data analysis, two levels of descriptive and inferential statistics were used via SPSS software. In the descriptive level, frequency, percentage, mean, and standard deviation indices were used, and in the inferential level, Pearson's correlation coefficient, one-way ANOVA, and multiple regression were used. The results showed that the mean organizational commitment of teachers was higher than the average of the society, while the mean emotional intelligence of teachers was lower than the average of the society. There was a significant relationship between each of the components of emotional intelligence (self-awareness, self-control, self-motivation, social skills, and social awareness) and organizational commitment. Emotional intelligence, through the four components of self-control, empathy, motivation, and social skills, can predict the organizational commitment of teachers; Therefore, it is recommended that the ground for strengthening all components of emotional intelligence of teachers be provided.

This research was conducted with the aim of investigating the relationship between emotional intelligence and organizational performance with the mediating role of job satisfaction of primary school teachers in Javad Abad region. The method of carrying out a descriptive research was a correlational type of structural equation model. The statistical population of the present study included all primary school teachers in Javad Abad region, and the number of 113 people was determined as the sample size according to Morgan's table. Sampling was done by voluntary sampling method and data was collected face-to-face using Golman (2006), Yousefi (2016) and Fathi Organizational Performance Questionnaire (2016). SPSS and AMOS software were used to analyze the research data. The results showed that based on the path coefficient of 0.792 and the obtained t-statistics, it can be said that emotional intelligence has a significant effect on organizational performance at the 99% confidence level. Based on the path coefficient of 0.820 and the obtained t-statistic, job satisfaction has a significant effect on organizational performance at the 99% confidence level. Based on the path coefficient of 0.252 and the obtained t-statistic, it can be said that emotional intelligence has a significant effect on job satisfaction at the 99% confidence level.

The present study aimed to examine the mediating role of emotional intelligence (EI) in the relationship between theory of mind (ToM) and executive functions, specifically working memory and problem-solving. A correlational research design with structural equation modeling (SEM) was employed. The study population comprised female students aged 14 to 18 years in Khomeini Shahr (2021), from which 300 participants were selected using a convenience sampling method. The assessment instruments included an emotional intelligence questionnaire and software-based tests for the Tower of London task, working memory, and a mind-reading test using eye-image stimuli. The findings indicated that ToM exerted a positive, significant direct effect on EI (β = 0.233), working memory (β = 0.318), and problem-solving (β = 0.299) (p < 0.01). Furthermore, EI had a significant direct effect on working memory (β = 0.219) and problem-solving (β = 0.319) (p < 0.01). The indirect effect of T0M on working memory and problem-solving, mediated by EI, was β = 0.036 and β = 0.062, respectively. These results confirm the mediating role of EI in the association between T0M and executive functions. The findings underscore the pivotal role of ToM and EI in enhancing cognitive functions, suggesting that interventions aimed at strengthening these abilities could improve students' executive functioning.

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Therefore, this study aimed to evaluate the effectiveness of emotional words training (RULER) on improving the emotional intelligence in primary school students.

The research was a semi-experimental study with pre-test and post-test and had a control group. A sample of 40 sixth grade students was selected from the population of elementary students in Tabriz city in the academic year of 2022-2023 and randomly assigned to two groups of 20. Research tools include; emotional intelligence questionnaire and ruler training package. The experimental group received 25 sessions of the emotional words training program. The data obtained from the research in three stages; It was collected before the intervention, after the intervention and two months after the intervention and was analyzed by mixed variance analysis and Bonferroni follow-up test.

The results showed emotional words training program had a positive and significant effect on emotional intelligence and its components.

Based on the findings, teaching emotional words can be used as an evidence-based method to strengthen emotional intelligence skills in schools.

Autistic children are children who differ from normal children in terms of social interactions, communication, play and interests.

The purpose of this research is to systematically study the curriculum based on social emotional intelligence of students with autism spectrum disorder. In this research, a curriculum based on social emotional intelligence has been examined from all aspects.

The research approach is of a qualitative type using a meta-composite strategy. In order to find the characteristics and components of the curriculum based on social emotional intelligence, recent researches have been selected with a systematic method. The study population is the research conducted in the last 15 years, which was done through content analysis, categorization and screening, and about 31 eligible studies and the criteria in question were purposefully selected, coded and classified. And patterns, theoretical bases and main themes were extracted.

Then, using content analysis, four dimensions were identified, which include twelve sub-categories in the form of curriculum objectives dimension in three sub-categories, curriculum content dimension in three sub-categories, teaching-learning process dimension in three sub-categories, curriculum evaluation dimension in There are three sub-floors.

Based on the findings of the present study, it can be concluded that the curriculum based on social emotional intelligence of students is effective in students with autism spectrum disorder.