جستجوی مقالات مرتبط با کلیدواژه « emotional competence » در نشریات گروه « علوم انسانی »

The present study was conducted with the aim of studying the mediating role of emotional competence and life satisfaction in the relationship between academic procrastination and psychological well-being of students. The research was of a descriptive-correlation type and the statistical method was path analysis. The research population was 2500 university students of Mazandaran province in the academic year of 1998-99, who were selected by random cluster sampling method, 326 people. The research tools were Solomon and Roth Bloom's academic procrastination questionnaire (1984), Scott Hubner's multidimensional student satisfaction scale (2001), Riff's psychological well-being (1989) and Warr's Emotional Competence Scale (1990). The findings showed that academic procrastination has a direct, negative, and significant relationship with emotional competence (r=-0.41). Academic procrastination has a direct, negative and significant relationship with psychological well-being (r=-0.39). Life satisfaction has a direct, positive and significant relationship with psychological well-being (r=0.35). Emotional competence has a direct, positive and significant relationship with psychological well-being (r=0.38). Emotional competence has a direct, positive and significant relationship with life satisfaction (r=0.31). Academic procrastination has an indirect, negative and significant relationship with psychological well-being through the reduction of emotional competence. It is concluded that students' procrastination harms their emotional competence, and if emotional competence is associated with life satisfaction and effective communication with family, friends, university environment, positive self-image and acceptance and commitment, psychological well-being increases. The practical suggestion is that education specialists hold educational workshops in order to evaluate the levels of academic procrastination and learn about the psychological needs of this group of students, to prepare them for a better academic life and personal life satisfaction. The research proposal is to test and study this relationship among students of other universities in the conditions of the Corona crisis and after.

This study aimed to investigate the structural relationship between academic resilience and academic well-being with the mediating role of emotional competence. This study adopted a descriptive-correlational design, and the statistical population included all high school students in Evaz, a city located in the south of Fars province, of which 292 (118 boys and 174 girls) were selected using a convenience sampling method. The participants were asked to fill in academic resilience scale, emotional competence, and academic well-being questionnaires. To analyze the data, descriptive statistics and structural equation modeling using SPSS-16 and AMOS-24 statistical software were used. The results showed that academic resilience predicted academic well-being both directly and through intrapersonal emotional competence though the mediating effect of interpersonal emotional competence was not significant. In addition, while intrapersonal emotional competence positively and significantly predicted academic well-being, interpersonal emotional competence did not significantly predict academic well-being. The findings of this study contribute to the literature both theoretically and practically. From a theoretical perspective, the findings highlight the importance of intrapersonal antecedents in enhancing academic well-being. From a practical point of view, the results show that students’ intrapersonal emotional competence and academic resilience can be promoted by providing them with the necessary training, which, in turn, can contribute to students’ academic well-being.

Emotion is a strong affective perception or feeling that arises from personal circumstances, one's mood, or communication with others. Emotions are multidimensional and have holistic structures that consist of different dimensions such as behavioral expression, physiological layers, phenomenological experience, cognitive processes and social context. The aim of this study was to investigate the structure of emotion and its components, classification of emotions, the effect of visual impairment on the development of emotion, identification of emotions in learners with visual impairment, emotional competence and the application of emotion identification for students with visual impairment. The method of this research is descriptive and review. Articles and books in reputable scientific databases from 2001 to 2022 were used to collect information.

The emotional development of children and adolescents with visual impairment develops differently compared to their normal peers. The ability to accurately identify the emotions of others is considered central to achieving emotional competence. Understanding the content of other people's emotional states goes beyond simple understanding of primary emotions such as happiness, anger or sadness. Although people with visual impairment do not necessarily have a problem in understanding basic emotions, they are delayed in identifying emotions and especially in identifying higher-order emotions such as anger, embarrassment, and disappointment. Considering that the social world becomes integrated and comprehensible for people with visual impairment through the understanding of these emotions. Therefore, it is possible to improve the development of their emotional competence by teaching higher-order emotions.

The purpose of this study is to evaluate the professional competencies of primary school students in Kerman universities with Bench Marking approach. The research method was mixed with a quantitative descriptive survey method, and a qualitative method was used to reveal the optimal aspects of the top university. Data collection tools were researcher-made questionnaire and semi-structured interview. The statistical population of students related to primary education in Kerman universities included 506 people in the academic year 1395-1396, 339 people were selected by stratified sampling method using Cochran's formula, In the qualitative section, the views of 14 officials and professors of Farhangian University were used by purposive sampling. To analyze the data, t-test and structural equation modeling method were performed. In the qualitative part, the text of the interviews was coded and categorized. The findings of the quantitative part of the research showed the relatively favorable situation of the research-related universities (Farhangian, Shahid Bahonar, Payame Noor Kerman) in terms of professional competence (cognitive, skill and emotional) among them, Farhangian University was in a better and more favorable situation than other universities (Shahid Bahonar University, Payame Noor University) in all three dimensions of professional competence. Also, in a qualitative study, the reason for the superiority of Farhangian University in the axial coding stage was enrichment in seven curriculum elements including objectives, content from theoretical and practical dimensions, learning teaching process, facilities and equipment, learning space, evaluation process and attention to the learner as Seven pivotal categories and in the selective coding phase, curriculum richness was found to be a key pivotal category.

The present study aimed at examining the validity, reliability, and the factor structure of the Profile of Emotional Competence (PEC) among Iranian students. To this end, 518 high school female students were selected in the 2019 academic year using cluster sampling method, and they completed the Profile of Emotional Competence (Brasseur, Grégoire, Bourdu, & Mikolajczak, 2013), Cultural Competence Questionnaire (Central Vancouver Island Multicultural Society, 2007), and Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985). To investigate the validity, the confirmatory factor analysis, and the convergent validity were used. The findings of confirmatory factor analysis confirmed a two-factor structure of the questionnaire and yielded two factors named as intra emotional competence and inter emotional competence. The correlation coefficients of the questionnaire scores with life satisfaction and cultural competence were 0.30 and 0.52 respectively. These results showed the convergent validity of the scale. To assess the reliability of the questionnaire, Cronbach’s alpha was used. The Cronbach’s alpha coefficient was in satisfactory level for each factor (α = 0.78 for intra emotional competence, and α = 0.80 for inter emotional competence), and the total score of the scale (α = 0.92). The findings suggest that the profile of emotional competence is a reliable and valid instrument for assessing emotional competence for Iranian high school students and can be used as a suitable instrument in psychological research.

Behavioral disorders are the most common Childhood problems. They have many health, individual, family, educational, social and economic consequences and costs and through neurocognitive and emotional mediators have a great effect on children's physical and mental health. The purpose of the current study was to investigate the effects of PATHS program (Persian version) on children's externalized behavioral disorders and problems. 600 students ages 6 to 12 include grades k-6 based on inclusion criteria such as social and economic class, educational settings and absence of severe physical and mental problems were selected conventionally and assigned in experimental and control groups randomly. Both groups were assessed by the Achenbach Teacher Report Form (TRF) before and after interventions. The experimental group received PATHS program for 1 educational year (two sessions per week), While the control group received custom educations. The results by ANCOVA indicated that the externalized behavioral disorders in the experimental group decreased significantly (p Results of the study have implications for using evidence-based programs such as PATHS for behavioral and preventive purposes and have a promising perspective for extending such programs.

The aim of this study was to investigate the effectiveness of the training of emotional competence in the improvement of anxiety, problem solving and working memory in children. It was a semi experimental research in which pre- test, post -test design with control group was used. Through the cluster sampling method 30 female children were selected from the primary schools of Babol city and then they were randomly put into two experimental and control groups. The assessment was performed using Multi-dimensional Children's Anxiety Scale (MASC), Social Solution Scheduler (SPSI-R) and Dunnian and Carpenter Working Memory Test (1980). The experimental group received an emotional competence training program based on two, EBP emotion-based prevention programs (Izard et al2004, 2008) and Cole's emotional knowledge intervention (2009), adapted from Hesarsorkhi (1395), for 10 group sessions for 60 minute. There was no intervention in the control group. The results of one-variable and multivariate covariance analysis showed that there is a significant difference between the experimental group and control group in the post-test in anxiety score constructive problem solving and memory working in the children. The results of this study showed that emotional competence training program can be an effective way to reduce anxiety and increase the ability of constructive problem solving, working memory of children.

The quality of any educational system ultimately depends on the quality of the teachers in that community, and no country can increase its teacher's level. It is important to pay attention to the competencies that teachers need to have.The present study aimed to investigate the relationship between professional competence and self-efficacy of primary school teachers in Mahmudabad city.The aim of this study is applied and the method of data collection is descriptive survey.The population consisted of 316 person (210 women and 106 men) who were primary school teachers in Mahmudabad city and based on the sample table-Morgan, 173 person (103 women and 70 men) were selected and sampling was done randomly. Measuring tool was a standard questionnaire for professional qualifications of teachers and teacher's self-efficacy questionnaire of Tschann and colleagues. Its validity was confirmed by supervisor and counselor. For the questionnaire professional qualifications of teachers mullaInejad (1391), 97/. Alpha reprted and for self-efficacy questionnaire Tschann and colleagues hosseinchari and colleagues (1389), 83 /. Alpha reported. To analyze the data the Kolmogorov-Smirnov, independent t-test, correlation analysis, stepwise regression and ANOVA test was used.The results showed that there is a significant relationship between the professional competence of teachers and elementary school teacher's self-efficacy.The results also showed that there is a significant positive relationship between teacher's professional competence, cognitive competence,emotional competence and skill competencies.

Subjective Well-Being (SWB), which includes emotional and cognitive elements, is one of the most important factors related to psychological and physical health. This study aimed at comparing emotional competence in two groups of Iranian adolescent girls with high and low SWB. Intensity sampling with regard to maximum variation was utilized to select the participants. The data were gathered using in depth interviews (10 girls), incomplete sentences (37 girls), and narrative writing (32 girls). The results demonstrated seven sub-themes of emotional competence theme including: Recognition of emotions, Self-management of emotions, Management of emotions in relationships, Caring for others’ emotions and Empathy, Expressing emotions, level of hope in thought, and Balance of passion. These sub-themes were discussed based on cultural and theoretical frameworks.