Showing 3 results for Emotional Intelligence
Zohreh Safarnezhad, Leila Joybari, Ladan Fati, Akram Sangoo, Mohammadali Vakili,
Volume 9, Issue 21 (4-2016)
Abstract
Background and Objective: Emotional Intelligence provides a new perspective to anticipate effective factors on people's success in a society. Cognitive Intelligence, in its best context, is the cause of 20 percent of people's success in their life. 80 percent of success depends on other factors like Emotional Intelligence.In our educational system there is more emphasis on cognitive intelligence than emotional intelligence. Therefore, as EQ is of paramount importance in people's future, this study investigated a comparison between talented and normal students regarding Emotional Intelligence.
Materials and Methods: This sectional descriptive study had an analytical approach between two groups and was conducted in 1392 on students of Golestan University of Medical Sciences. 152 students, including 41talented and 111 normal students participated in this study. Instrument of collecting data included a questionnaire with 133 Questions about Emotional Intelligence with N-bar normalization and demographic and educational specification. Analysis of data was performed by ANOVA, T-test and Kruskal Wallis.
Results: Findings showed that an average EQ of talented students was 77.103 and that of normal ones was 41.98. Comparison test and T-test showed that there was no significant difference in EQ of students between the two groups (P= 00085). In self-actualization component, there was a meaningful significance between talented and normal students (P=0.004). As a whole, it was worth to note that there was a meaningful difference regarding EQ among talented students with educated fathers (P=0.046). It was also shown that there was a meaningful difference regarding EQ among normal students with educated fathers (P=0.04).
Conclusion: Results showed that there was no significant difference regarding EQ between talented and normal students. So it can be said that being talented could not be the only factor to have higher abilities. It is proposed that in measuring talented students' abilities, not only cognitive intelligence but also EQ which causes more than 80 percent of peoples' success in a society should be considered.
Sayed Mohammad Razavi, Athar Omid, Hosein Rezaee, Saeedeh Khalesi,
Volume 13, Issue 37 (9-2020)
Abstract
Background & Objective: Most researchers consider emotional intelligence, motivational beliefs, and self-regulated learning strategies as the important components of academic performance. This study aimed to evaluate the relationship between emotional intelligence and motivational strategies for learning with the academic performance in dental students of Isfahan University of Medical Sciences, Isfahan, Iran.
Materials and Methods: This cross-sectional, descriptive-analytical study was performed on 196 dental students (103 female and 93 male students) in the academic year of 2017-2018. Data were collected using Bradberry-Greaves’ emotional intelligence test (2006) and Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich and De Groot. Data analysis was performed in SPSS version 22 using Pearson’s correlation coefficient and the independent t-test.
Results: According to the results, there was a direct, significant relationship between emotional intelligence and motivational strategies for learning (Pvalue<0.001). Meanwhile, no significant association was found between academic performance and emotional intelligence (P>0.05). On the other hand, a direct significant correlation was reported between academic performance and motivational strategies for learning (P=0.042).
Conclusion: According to the results, emotional intelligence indirectly affected academic performance with the mediating role of motivational strategies for learning.
Fatemeh Aslani, Behnaz Asadizaker, Mehrnaz Ahmadi, Mahin Gheibizadeh, Mohammad Mehdi Aslani,
Volume 18, Issue 2 (7-2025)
Abstract
Background & Objective: Given the significance of caring in the nursing profession, it is essential to assess the caring behaviors of nursing students and the factors that may influence these behaviors. This study aimed to explore the relationship between emotional intelligence and critical thinking disposition, as well as their impact on the caring behaviors of a sample of Iranian nursing students.
Materials & Methods: This descriptive-correlational study was conducted on 203 nursing students. Participants were selected using a census method. The data were collected from from 17 February 2024 to 29 June 2024 using a demographic checklist, Watson and Lea's Caring Behaviors Questionnaire, Wang and Law's Emotional Intelligence Questionnaire, and Ricketts's Critical Thinking Disposition Questionnaire. Data were analyzed using an independent t-test, one-way ANOVA, Pearson's correlation coefficient, and multiple linear regression in SPSS-25.
Results: The present study showed a positive and significant correlation between caring behaviors and emotional intelligence (p < 0.001, r = 0.34), as well as critical thinking disposition (p < 0.001, r = 0.56). Multiple linear regression analysis showed that critical thinking disposition (β = 0.49, p < 0.001) was the strongest predictor of caring behaviors, followed by academic year (β = -0.14, p = 0.01) and emotional intelligence (β = 0.14, p = 0.01). These variables accounted for 34% of the variance in caring behaviors.
Conclusion: The results of the study showed that increasing emotional intelligence and critical thinking disposition leads to improved caring behaviors while increasing the academic years leads to a decrease in caring behaviors. Therefore, nursing colleges and instructors should consider integrating critical thinking and emotional intelligence training into internships as potential intervention strategies to enhance students' caring behaviors. In addition, the pressures associated with academic years must be effectively managed.
