The Effect of Emotional Intelligence Training on academic performance and emotional intelligence of male Mental retardation students of primary fifth base of Shadeghan city

Document Type : Research Paper

Author

Faculty member Department of social Sciences, Payam Noor University, Iran

Abstract

Abstract:
Introduction: Emotional intelligence is now considered as a new subject in the field of psychology. Studies done in this field illustrate the role of emotional intelligence and its components in various aspects of human life, such as academic performance. The purpose of this study is to investigate the effect of emotional intelligence education on academic performance and emotional intelligence in Shadegan's fifth grade male students.
Method: In order to do this, 50 male students of the fifth grade boy were randomly selected by random sampling method in Shadegan city. After initial screening, 40 subjects were randomly assigned (20 in the experimental group and 20 in the control group). Control group). The students' load-It and Parker emotional intelligence benefit log was completed as a pre-test and post-test. Then, the experimental group received 10 minutes of emotional intelligence instruction and the control group did not receive any intervention. After the end of the training period, the experimental group and the control group were re-evaluated. Data were analyzed by SPSS18 software at ᵅ =0.05.
 Results: The results of multivariate covariance analysis indicated that emotional intelligence education increased academic performance and emotional intelligence among students          (P <0.01).
Conclusion: The results showed that emotional intelligence education increased the academic performance and emotional intelligence of mentally retarded boy students.

Keywords

References

  1. Milaniafar B. Psychology of exceptional children and adolescents. Tehran: Ghomes Publishing; 2001. (Persian)
  2. Afrouz GA. An introduction to the psychology and education of retarded children. Tehran: Tehran University Press; 2004. (Persian)
  3. Halahan D, Kauffman P, James M. Exceptional children. Mashhad: Ghods Razavi Publishing House; 1986. (Persian)
  4. Afrouz GA. The psychology of rehabilitation of children is slow University of Tehran. Tehran: Tehran University Press; 2002. (Persian)
  5. Lazarus RS. The role of coping in the emotions and how coping changes over the life course. In Handbook of emotion, adult development, and aging. Massachusetts: Academic Press; 1996. P. 289-306.
  6. Kaufmann TD. The mastery of nature: aspects of art, science, and humanism in the renaissance. Princeton: Princeton University Press; 1993.
  7. Liau AK, Liau AW, Teoh GB, Liau MT. The case for emotional literacy: the influence of emotional intelligence on problem behaviours in Malaysian secondary school students. J Moral Educ 2003; 32:51-66.
  8. Greenberg MT, Kusché CA, Riggs NA. The PATHS curriculum: theory and research on neurocognitive development and school success. Building academic success on social and emotional learning: What does the research say. Massachusetts: Academic Press; 2004. P. 170-88.
  9. Mayer JD, Salovey P, Caruso DR, Sternberg RJ. Models of emotional intelligence. New Jersey: RJ Sternberg; 2000.
  10. Goleman D. Emotional intelligence. Why it can matter more than IQ. Learning 1996; 24:49-50.
  11. Faraji Harandi KQ. The contribution of emotional intelligence and cognitive intelligence to academic achievement. J Occup Organ Couns 2013; 5:114-20.
  12. Akbarzadeh N. Emotional intelligence. Tehran: Farabi Press; 2004.
  13. Drew TL. The relationship between emotional intelligence and students' academic achievement. Int J Cons Res 2006; 18:97-10.
  14. Haddadi Koohsar AA. Comparative study of the relationship between emotional intelligence and mental health and academic achievement in controlled students of Tehran University. Tehran: Faculty of Humanities, Shahed University; 2004. (Persian)
  15. Evans SW, Mullett E, Weist MD, Franz K. Feasibility of the MindMatters school mental health promotion program in American schools. J Youth Adolesc 2005; 34:51-8.
  16. Behnia F. Study of child behavioral disorders with mother anxiety. Tehran: University of Rehabilitation Sciences and Social Welfare; 1996.
  17. Allen DE, Ploeg J, Kaasalainen S. The relationship between emotional intelligence and clinical teaching effectiveness in nursing faculty. J Profess Nurs 2012; 28:231-40.
  18. Nwadinigwe IP, Azuka-Obieke U. The impact of emotional intelligence on academic achievement of senior secondary school students in Lagos, Nigeria. J Emerg Trends Educ Res Policy Stud 2012; 3:395-401.
  19. Moore A, Mamiseishvili K. Examining the relationship between emotional intelligence and group cohesion. J Educ Busin 2012; 87:296-302.
  20. Babalis T, Tsoli K, Artikis CT, Mylonakou-Keke I, Xanthakou Y. The impact of social and emotional learning programs on the emotional competence and academic achievement of children in Greek primary school. World J Educ 2013; 3:54-63.
  21. Bayrami M, Bakhshipour Roodsari A, Hadavandkhani F. Causal model in emotional intelligence, schizotypy and psychopathology. Iran J Psychiatry Clin Psychol 2011; 17:16-25.
  22. Bar-On R, Parker JD. BarOn emotional quotient inventory: Youth version. Toronto, ON, Canada: Multi-Health system, Incorporated; 2000.
  23. Nakhostravan M, Momtaz V, Shahniyeylagh M, Maktabi G. The effect of emotional intelligence training on behavioral disorders, emotional intelligence and academic performance of female primary-school students with behavioral disorders in Ahvaz. Ahvaz: Shahid Chamran University of Ahvaz; 2014. (Persian)
  24. Namka L. Teaching emotional intelligence for children. Tehran: Tadbir Publications; 2006. (Persian)
medical journal of mashhad university of medical sciences
Volume 62, Issue 5.1
November and December 2019
Pages 1605-1615

Files

Share

How to cite

Statistics