The impact of teaching the emotional intelligence on the individual-social compatibility of male and female students of university

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1 Technical Journal of Engineering and Applied Sciences Available online at TJEAS Journal S/56-60 ISSN TJEAS The impact of teaching the emotional intelligence on the individual-social of male and female students of university Manizheh Ehyakonandeh 1, Mahboobeh oulad Chang 2 1. Ph.D. student educational psychology of Shiraz University 2. Professor Associate of Psychology and Educational Sciences aculty, Shiraz University Corresponding Author mannizhehehyakonandeh@yahoo.com ABSTRACT: There are many human characteristics and abilities that affect different aspects of their lives. One of these abilities is emotional intelligence. This study aimed to investigate the effect of teaching emotional intelligence on individual-social of students. The research method was experimental through a pretest-posttest scheme with control group. The statistical population consisted of all students of Azad university of Behbahan that among them 60 individuals were chosen by the stage cluster sampling method and then were divided randomly into two groups of the experiment (30 individuals) and witness group (30 individuals). Before intervenning experimentally both groups by using the California Personality questionnaire (Clark et al., 1984) have been tested initially. Afterwards the experiment group was participated in 8 sessions of teaching emotional intelligence based on the pattern of Bradbury and Grues (2005). After completing the intervention a post-test was conducted to both groups. The data were analyzed by using the analysis of univariate covariance and analysis of multivariate covariance. The research results showed that there is a significant difference between the students of experiment group and witness group in the individual-social. In addition there was not observed a significant difference between two sexes in terms of impact of teaching emotional intelligence on individual-social. Keywords: students, individual, social, emotional intelligence. INTRODUCTION Emotional intelligence is the ability to recognize one s and other s emotion and adjust the social emotions [1]. This term was proposed for the first time in a series of scientific papers of Mayer & Salovey (1990) [2]. Goleman in 1995 with publication of the book "Emotional Intelligence: Why emotional intelligence is more important than general intelligence" kicked up a row [3]. The researchers through evaluating the concepts like the social intelligence [4], social skills, interpersonal relationships, mental maturity and awareness of emotions [5] investigated the dimensions of emotional intelligence and provoked this belief that what makes one to succeed is his emotional intelligence [6]. In the period of being a university student also due to the specific problems of this period the finds a special importance and affects the lives of students. In the meantime the emotional intelligence is a variable that can play an important role in the students. This research tries to answer this question wether teaching the emotional intelligence causes to increase the individual-social of the students? The main text of article The research history Compatibility is a general concept and is called all strategies that an individual applies it for managing the stressful life situations including the real or unreal threats [7]. Human as a social being seeks always to get the skills in order to facilitate his communication with others so that achieves thus a with environment. The is an essential psychological inclination to cope with life challenges [8]. Based on what was said,

2 it seems the skills related to the emotional intelligence are among the most important skills that individuals need them. In a research conducted by Ortes & Tour-Anin (2008) for investigating the effect of the emotional intelligence on the in the lives of couples, the results showed that the emotional management skills, the social communication skills and the skills emotional sensitivity in the compatible couples were high [9]. In a research in which Besharat (2005) evaluates the effect of emotional intelligence on the quality of the students' social relationships, the results showed that there is a significant correlation between the emotional intelligence and interpersonal problems of the students [10]. McManus (2001) in his research came to the conclusion that the programs of teaching the emotional intelligence entitled as self-knowledge are effective in increasing the social [11]. Also the results of Cohen (1999) showed that the emotional intelligence program has caused the increase of and reduction of the anxiety in adolescents [12]. Chan's research (2005) showed that the emotional intelligence in training with high-pressure experiences and events plays an important role [13]. The research results of Brackett & Katulk (2006) showed that teaching the emotional intelligence causes to improve the social interactions, following the norms, more support from peers and teachers and help in the process of with stress [14]. Grinspan, Hamphill & Nowicki (2003) in their research foud that teaching the emotional intelligence has effective in the interpersonal relationships [15]. In a research that Shaheniy Yeylagh, Maktabi, Shokrkon, Haghighi and Kianpour Ghahfarakhi (2009) have done, the results showed that teaching the emotional intelligence has caused an improvement in the students' social [16]. Due to the above points, the aim of this study was to investigate the effect of teaching the emotional intelligence on the increase of the individual-social of male and female university students of Azad University of Behbahan. The hypotheses of this research consisted in: The hypothesis 1: Teaching the emotional intelligence causes to increase the students' individual-social. The hypothesis 1.1: Teaching the emotional intelligence causes to increase the students' individual. The hypothesis 1.2: Teaching the emotional intelligence causes to increase the students' social. RESEARCH METHOD The experimental field method of research is from kind of the pre-test and post-test with control group. In the present research the effectiveness of teaching emotional intelligence as an independent variable were applied, so that its impact on increase of the individual-social of the male and female university students of Azad University of Behbahan as the dependent variable is specified. The statistical population of research was all students of Azad university of Behbahan in the academic year The sample of this research consists of 60 individuals (30 females and 30 males) from mentioned population; for selecting them was used the method of random stage clustering sampling. The research tool: to measure the desirable variable in the present research the California personality inventory (CPI) was used. This questionnaire was prepared by Klarck et al in 1953 in order to assess the different reconciliations of life that have two poles of individual- social. The questionnaire has 180 two-options questions (yes or no) and 12 sub-scales. The questions of 1 to 90 are to measure individual and 91 to 180 are to assess social. In the present research for determining the reliability of the questionnaire the Cronbach's alpha method and dividing-into-half were used that respectively the individual was 0.88 and 0.76, the social 0.79 and 0.74 and the whole questionnaire was 0.9 and 0.76; that represents the favorable coefficients of mentioned questionnaire. In this study the validity of questionnaire was determined by the correlation of questions with standard questions of questionnaire; these coefficients for the individual was 0.68, for the social 0.65 and for total questionnaire was 0.79 that have been obtained in the significance level of p< Implementation method of research: at the outset by using the method of stage cluster sampling the members of the sample (60 individuals) were selected and randomly were divided in two groups of experiment (n = 30 individuals) and witness groups (n = 30 individuals). or the university students of the experiment group eight sessions of teaching emotional intelligence were held, but to the witness group was not given any special teaching. The protocol of teaching emotional intelligence is derived from Bradberry s & Greaves program (2005). This program is based on teaching four skills of emotional intelligence including the self-awareness, self-management, awareness of the emotions of others or social awareness and relationship management. The first two skills focus on the individual himself and the last two skills focus on contact with others. or teaching this program eight teaching sessions of 90 minutes were held. irst session: defining emotions and identifying the their types in life, 57

3 second session: identification of facial expressions and thoughts along with all kinds of emotions, third session: investigating the relationship between the automatic thoughts, emotions and behavior through practical samples, fourth session: how to identify the emotions in others, fifth session: different styles to express emotions and the need to manage emotions in life, sixth session: the emotion control 1 (including prediction of emotions and recognizing the first emotional signs in own oneself), seventh session: the emotion control 2 (controlling emotions through changing the situation, relaxation and emotional keywords), eighth session: the emotion control 3 (teaching methods of solving the emotional problems and appropriate ane controlled expression of emotions) [17]. Statistical method: In order to analyze the data in this research was used the methods of descriptive statistics, Levin test, Kolmogorov-Smirnov test, analysis of univariate covariance (Ankova), analysis of multivariate covariance (Mankova) Pearson correlation coefficient, Cronbach's alpha and dividing-in-half methods. findings Descriptive findings: descriptive findings of this research have been presented in Table 1. Table 1. The average and standard deviation of individual-social score of experiment and witness groups in the pre-test and post-test stages Phase Statistical Indicators Group Standard deviation Average 10/44 112/27 individual-social 10/93 111/17 9/81 135/43 11/04 111/07 individual 5/08 56/30 6/30 55/77 4/82 68/00 6/17 55/53 social 6/32 55/97 5/94 55/40 5/99 67/43 5/95 55/53 Table 2. The results of one-directional analysis of covariance based on scores average of post-test of the individual-social of students of the experiment and witness groups with pretest control source of statistical ETA significanc average of Degree of Total squares changes power square e level squares freedom 1/00 0/16 0/ /76 755/ /87 Individual social group 1/00 0/89 0/ / / /89 error 16/ /53 As shown in Table 2 there is observed a significant difference by controlling pre-test between students of the experiment group and the witness group in terms of the individual social (p< and =481.08). Thus the first hypothesis is confirmed. Table 3. results of analysis of multivariate covariance based on the scores average of post-test of the components of individualsocial of the students the experiment and witness groups with pre-test control Test name D statistica ETA Significance D hypothe l power square level of P error sis Amount Test of the Pylay effect 247/ /900 Wilk lambda test 247/ /100 Test of Hotelling effect 247/ /99 Test of greatest root on 247/ /99 As shown in Table 3 by controlling the pre-test of the significance level, all tests indicate that there is observed a significant difference between the students of the experiment and witness groups at least in one of the dependent variables (individual-social components) (p< and =247.43). in order o understand which variable creates a difference between two groups two one-directional analyses of covariance was performed in the context of Mankoa; the results have been shown in Table 4. 58

4 Table 4. results of analysis of one-directional covariance in the context of Mankoa based on the scores average of post-test of the components of individual-social of the students the experiment and witness groups with pre-test control source of statistical ETA significan average of Degree of Total changes power square ce level squares freedom squares 1/00 0/74 0/ /86 899/ /89 individual Group 1/00 0/87 0/ / / /15 Error 5/ /26 1/00 0/69 0/ /02 827/ /26 Social Group 1/00 0/83 0/ / / /14 Error 6/ /52 As it can be seen in Table 4 by controlling the pre-test there is a significant difference between the students of experiment and witness groups in terms of individual (p< and =382.64). Therefore, the hypothesis 1-1 is confirmed. By controlling the pre-test there is observed a significant difference between the students of experiment and witness groups in terms of social (p< and =292.47); thus the hypothesis 1-2 is confirmed. Results of one-directional analysis of covariance (ANCOVA) by comparing the average of post-test of the individual social of students in the experiment and witness groups with the pre-test control showed that by controlling the pre-test as group interaction and gender of group is not significant (p=0.707). In other words teaching the emotional intelligence has not had any different effect on increasing the individual-social of male and female students. Also gender is not significant (p =0.712). CONCLUSION The results showed that teaching the emotional intelligence has led to an increase in the individual-social in the experiment group. Thus the first hypothesis was confirmed. The findings obtained from this hypothesis is in line with the researches of Cohen (1999), McManus (2001), Greenspan, Hamphyl and Nowicky (2003), Bracket and Katolk (2006), Aurts and Tour-Anin (2008), Besharat (2005) and Shahni Yeylagh et al (2009) [12, 11, 15, 14, 9, 10, 16]. Since the basic components of the emotional intelligence are the ability to understand one s and other emotions (self-awareness and social awareness) and the ability to regulate one s and other emotions (self-management and relationship management) in way of, It is expected that individuals with higher emotional intelligence show a better individual and social. Therefore, in so far as the subjects of this research have been exposed to teaching and training of these components, this fact could probably have a positive effect on the process of their. University students during the programs of emotional intelligence learn the skills such as: the ability to regulate the emotions and attention to their arousal level and having the efficient thoughts rather than dysfunctional thoughts in analyzing everyday problems. Also the trainings in the field of self-control and the appropriate feedback in anger-inducing situations, the ability to perceive more accurately others morals and as aresult the social adaptation can have this consequence in hypothesis 1. With investigating hypothesis 1-1 was found that teaching the emotional intelligence has led to an increase the individual in university students. So the hypothesis1-1 is confirmed. This finding is in line with the researches of Cohen (1999), Chan (2005) and Bracket and Katolk (2006) [12, 13, 14]. The results of this hypothesis showed that with teaching the components like self-conception, emotional self-awareness, decisiveness, self-management and the ability to solve emotional problems in the context of teaching emotional intelligence we can increase individual skills of the students. This finding is coherent with the perspective of most of theorists of emotional Intelligence such as Bar-On [18] regarding teaching of these skills. It is certain that students who have a high ability for solving emotional problems, have an ability to be copatible with any situation even with problematic situations. In addition the practical teaching of the management of mental stress can induce tolerance of stress in university students; this means that by learning the way to manage the pressing conditions can increase the tolerance of stress (ability to withstand the events, overwhelming situations and strong emotions, without abstination and active and positive confrontation with pressure ) in the university students. inally the results showed that teaching emotional intelligence leads to increase social of university students. Therefore the hypothesis 1-2 was confirmed. This finding is in line with the researches of McManus (2001), Greenspan, Hamphyl and Nowiki (2003), Besharat (2005) and Shahni Yeylagh et al (2009) [11, 15, 10, 16]. In explanation of this finding can be said that university students who participate in program of teaching the emotional intelligence learn the peaceful skills with others, sociability, respect for the feelings of others and empathy. These students are more successful in the interpersonal relationships, because these skills have had a 59

5 reciprocal effect on their audience and have led to higher acceptance and better and more intimate communication and ultimately have enhanced the level of individual s social. In the countinue the results showed that teaching the emotional intelligence has not a different effect on increasnig the individual-social of male and female university students. Since the sample of this research is the students of one university, thus the obtained results can not be generalized to other unversity students. Based on the results of of this research it is suggested to the university authorities to provide suitable workshops for increasing students emotional intelligence and. REERENCES Bar- on, R., 1999, The emotional quotient inventory (EQ-I): A test of emotional intelligence. Toronto: Multi-Health System. Bar-On, R., 2006, The Bar-On model of emotional-social intelligence (ESI). Psicothema, Vol. 18, pp Besharat, M. A Effect of emotional intelligence on the quality of social relations, Quarterly of Psychological studies, Spring & Summer, N. 1 & 2, pp Brackett, M. A. and Katulak, N. A., 2006, Emotional Intelligence in the Classroom: Skill-based Training for Teachers and Students. In J. Ciarrochi & J. D. Mayer, eds. Improving Emotional Intelligence: A Practitioners Guide, pp New York : Psychology Press/Taylor & rancis. Bradbery, T. and Greuse, J Emotional intelligence (skills & tests), tr. By Ganji, M. and Ganji, H., Teheran, Savalan Pub. Chan, D.W., 2005, Emotional intelligence, social coping and psychological, distress among Chinese gifted students in Hong Kong, J High Ability Studies, Vol. 16, pp Cohen, J., 1999, Educating minds and hearts. New York: Teacher College Press. Goleman, D., 1995, Emotional intelligence :Why it can matter more than IQ. NewYork : Bantam Books. Grinspan, D., Hemphill, A. and Nowicki, Jr. S., 2003, Improving the ability of elementary school-age children to identify emotion in facial expression, The Journal of Genetic Psychology, Vol. 164, pp Koczwara, A. and Bullock, T., 2009, What is emotional intelligence at work?.general Practice Update, Vol. 2, pp Mary Basil, N., 2011, Ethnic Group, Age and Gender Differences in Social Adjustment of Teenagers in Nigeria, International Journal of Psychological Studies,Vol. 3,pp Mayer, J. D. and Salovey, P., 1990, Emotional intelligence, imagination Cognition, and Personality,Vol. 9, pp Mayer, J. D., Salovey, P., and Caruso, D. R., 2000, Selecting a measure of Emotional Intelligence, hard book of Emotional In telligence. callifornia: Bass Inc. McManus, M., 2001, Critique on emotional intelligence as a conceptual frame work for school counselors. or Master of Science Degree: University of Wisconsin - Stout. Ortese, P.T. and Tor- Anyin, S.A., 2008, Effects of emotional intelligence on martial adjustment of couple in Nigeria, IE Psychological, Vol. 16, pp Sadock, B. J., & Sadock, V.A. (2003). Synopsis of psychiatry. Philadelphia: Lippincott Williares & Wilkins. Shahni Yeylagh, M., Maktabi, Gh., Shokrkon, H., the late Haghighi, J. and Kianpour Ghahgharakhi,., Investigating the impact of teaching the emotional hntelligence on social anxiety, social and Emotional intelligence of the male & female students, Journal of cognitive achievements (educational sciences and psychology), University of Sh. Chamran, Spring & Summer, N. 4, 16 th year, pp Thorndike, E. L., 1920, Intelligence and its uses, Harper s Magazine, Vol. 140, pp

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