Examine the Relationship between Emotional Intelligence with the Self-Regulation of High School Students in Bandar Abbas

Transcription

1 Examine the Relationship between Emotional Intelligence with the Self-Regulation of High School Students in Bandar Abbas Sedighe Torbat 1 and Eghbal Zare 2* 1. Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran 2. Associate Professor, University of Hormozgan, Bandar Abbas, Iran, *Corresponding Author Abstract The purpose of study is Examine the relationship between emotional intelligence with the self-regulation of high school students in Bandar Abbas. The method is descriptive and correlational. The statistical population includes 1790 high school students in the second period, according to Cochran formula, sample size, 316 people (138 males and 178 females) were selected. Sample method is multi-stages cluster random sampling. To collect the data two questionnaires were used: 1 - Trait Emotional Intelligence Questionnaire Petrides & Furnham, 2006 (TEIQue), 2 - self-regulation (Zimmerman & Martinez-Pons, 1986) was used. Data using by Pearson correlation coefficient and simple bivariate regression simultaneous was analyzed. Result showed that there is relationship between emotional intelligence with the self-regulation of high school students in Bandar Abbas and there is directly relationship between self-awareness (component of Emotional intelligence) with self- regulation and indirectly relationship between other components of emotional intelligence (Motivation, Empathy. Social skills, optimism) with selfregulation and there is a significant relationship between components of emotional intelligence (except social skills) with self-regulation. Key words: emotional intelligence, self-regulation, students. Introduction Self-regulation is the ability to monitor and control our own behavior, emotions, or thoughts, altering them in accordance with the demands of the situation. It includes the abilities to inhibit first responses, to resist interference from irrelevant stimulation, and to persist on relevant tasks even when we don't enjoy those (Zimmerman & Schunk, 2008). Self-regulation is the ability to keep disruptive emotions and impulses in check, and to think before acting. It's one of the five elements of emotional intelligence [Add to My Personal Learning Plan] (knowing your emotions; managing your emotions/self-regulation; motivating yourself; recognizing and understanding other people's emotions, and managing relationships), a concept developed by psychologist Daniel Goleman (Goleman et al., 2002).New management approach has attention to the needs of students to nurture relationships and situations in order to self-regulation. The new style of classroom management does less attention to help students to achieve greater personal discipline and external monitoring. Self-regulation is defined selfforming and self-control thoughts, feelings and behavior to achieve an objective. This can educational goals (such as improving comprehension) or social emotional (such as individual anger management, better interact with peers) (Santrak, 2008). Self-regulated learning theory on the principle that students how the meta-cognitive, motivational and behavioral organize their own learning (Zimmerman and Martinez-Pons 1, 1990). students who are self-regulated learners believe that opportunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success (Perry et al., 2006). In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy (Pintrich & Schunk, 2002). In the educational psychology literature, researchers have linked these characteristics to success in and beyond school (Corno, et al., 2002; Pintrich, 2000; Winne & Perry, 2000). Pintrich and De Groot (1990) self-regulated learning theory raised, self-efficacy,

2 75 Turkish Journal of Psychology Vol 31, No 77 (2016), October 2016, PP intrinsic value and test anxiety were regarded as motivational beliefs and cognitive strategies, metacognitive and try and devise students as identified self-regulated learning. Emotional intelligence is the new evolution in the field of interaction between emotion and cognition need foundation has made it to expand the concept of emotional intelligence ( Forgas, 2001). Emotional intelligence is a set of non-cognitive capabilities that an individual's ability to adapt to environmental demands and pressures resulting increase (Mousavi Lotfi, Akbari, Safavi and Lutfi, 2009).Emotional intelligence is the capacity to perception, expression, understanding, Using and management emotions in self and others. The most famous faces in this area, Goleman Emotional intelligence defined capabilities such as self-awareness, emotional intelligence, empathy, self-regulation, motivation and social skills (Watkins 2000). Considering the importance of emotional intelligence and academic performance of daily life and theoretical relationship between emotional intelligence, self-motivation, self-regulated in learning and academic performance and on the other hand, studies have shown there is a significant relationship between emotional intelligence with academic achievement, motivation and self-efficacy components academic failure. Because self-regulation is a key factor in the success, health promotion and decrease psychological problems of the students. Thus, according to the contents listed in this field and the requirements in this study, the main question of this study suggest that, is there relationship between emotional intelligence with the self-regulation of Self-regulation Emotional intelligence Figure 1. The proposed model structural relationships between emotional intelligence and self-regulation The general objective research Determination the relationships between emotional intelligence (optimism, self-awareness, social skills and perception, assessment and harness self-emotions and others) with self-regulation of The Specific objectives of the study Determine the contribution components of emotional intelligence (optimism, self-awareness, social skills and perception, assessment and harness self-emotions and others) with selfregulation of Methodology This research method is descriptive, correlative and predictive and data analysis methods are structural equation modeling. The statistical population of this study included all male and female students in second period high school students in Bandar Abbas that is 1790 people. Inclusion criteria are Resident of Bandar Abbas city, student in second period high school and informed consent to participate in research. According to Cochran formula, sample size, 316 patients (138 males and 178 females) were selected. Sample method is multi-stages cluster random sampling. To collect the data two questionnaires was used: 1 - Trait Emotional Intelligence Questionnaire Petrides & Furnham, 2006 (TEIQue), 2 - Self-Regulation in learning Questionnaire (Zimmerman & Martinez-Pons, 1986) was used. Data using by Pearson correlation coefficient and simple bivariate regression simultaneous was analyzed.

3 76 Turkish Journal of Psychology Trait Emotional Intelligence Questionnaire Petrides & Furnham, 2006 (TEIQue): The internal consistency reported by coefficient Cronbach's alpha coefficient, was 0.8 (Marnani, 2003). In present study after collected data calculated the reliability by Cronbach's alpha coefficient that was Self-Regulation in learning Questionnaire (Zimmerman & Martinez-Pons, 1986): Zimmerman & Martinez-Pons reported the convergent validity Samadi (2014), the reliability of the questionnaire reported with test-retest and internal consistency 0.62 and 0.64 respectively. In present study after collected data calculated the reliability by Cronbach's alpha coefficient that was The validity of this scale by Zimmerman and Martinez-Pons (1986) and Pintrich and De Groot (1990) was satisfactory. Mahmoudi (1998) reported validity and reliability of this tool accepted by specialists. The reliability of the questionnaire reported with test-retest and internal consistency with Cronbach's alpha 0.68 and 0.56 respectively reported.. Hosseini Rad (2013) in his research confirmed the validity of this scale using factor analysis method and reliability of this scale also using the Cronbach's alpha and Spearman-Brown 0.56 and 0.80 respectively reported. Result In this study we used the replacement method for missing data with an average. To evaluate the normality of the variables Kolmogorov Smirnov test was used. Using the natural logarithm all variables in the study were normal, so that all variables have absolute value of the coefficient of skewness and kurtosis were smaller than 3. Therefore, violation of normality of data in present study is not visible. The general objective research Determination the relationships between emotional intelligence (optimism, self-awareness, social skills and perception, assessment and harness self-emotions and others) with self-regulation of Table 1. Summary regression model, the components of emotional intelligence with self-regulation Variable 1 components of emotional intelligence Multiple correlation Determination Adjusted coefficient of coefficient coefficient determination Table 2. Analysis of variance components of emotional intelligence with self-regulation Method index Sum square DF Square mean F p Enter 1 Effect regression Remaining Total The table 2 shows the results of regression analysis showed that components of emotional intelligence (optimism, self-awareness, social skills and perception, assessment and harness selfemotions and others) with self-regulation have been used by enter model. The Cronbach alpha level (0.001), amount F = was calculate. This means that the above linear regression model is significant.

4 77 Turkish Journal of Psychology Table 3. The regression between self-regulation and emotional intelligence components emotional intelligence components Non-standardized standardized t p B Amount standard error Beta 1 Intercept Optimism Self-awareness perception and assessment social skill Table 3 shows the results of regression : Optimism components with standard beta ( ) in the alpha (0.210) was great in the significant level of (P >0.05).This means that there isn t directly relationship between optimism with self-regulation of second period high school students' Bandar Abbas. Self-awareness components with standard beta 0.298) in the alpha (0.001) was small in the significant level of (P<0.01).This means that there is directly relationship between Selfawareness with self-regulation of second period high school students' Bandar Abbas. Perception and assessment components with standard beta (0.096) in the alpha (0.091) was greater in the significant level of (P >0.05).This means that there isn t directly relationship between Perception and assessment with self-regulation of second period high school students' Bandar Abbas. Social skill components with standard beta (0.009) in the alpha (0.872) was greater in the significant level of (P >0.05).This means that there isn t directly relationship between social skill with self-regulation of second period high school students' Bandar Abbas. Table 4. The regression between self-regulation and optimism emotional intelligence components Non-standardized standardized t p B Amount standard error Beta 1 Intercept Optimism Table 5. The regression between self-regulation and assessment and harness self-emotions and others' emotional intelligence emotional intelligence components Non-standardized standardized t p B Amount standard error Beta 1 Intercept assessment and harness self-emotions and others' emotional intelligence The Specific objectives of the study Determine the contribution components of emotional intelligence (optimism, self-awareness, social skills and perception, assessment and harness self-emotions and others) with selfregulation of

5 components of emotional 78 Turkish Journal of Psychology Table 6. Pearson correlation coefficient between the components of emotional intelligence with self-regulation Variables N self-regulation correlation coefficient p Optimism * *P<0.05 Self-awareness 316 ** perception, assessment and harness self-emotions and others 316 ** social skill **p<0.01 Conclusion The general objective research Determination the relationships between emotional intelligence (optimism, self-awareness, social skills and perception, assessment and harness self-emotions and others) with self-regulation of The result show that there is significant positive relationship between the components of Selfawareness with self-regulation (P=0.001) while there was no significant relationship between the components of this optimism (P=0.210), perception, assessment and harness self-emotions and others (P=0.091), social skills (P=872.0) with self-regulation.but when without affecting the other components, the components of optimism and perception, assessment and harness selfemotions and others with self-regulation in the equation were linear regression results showed that there is a significant relationship between these components (optimism and perception, assessment and harness emotions and your emotions and others) with self-regulation.the results of present study is consistent with the results of the eslaminia and colleagues (2015) entitle examined the effectiveness of teaching emotional intelligence components on self-regulation as students with reading disabilities, and Frahani et al. (2012), entitle The Relationship between emotional intelligence, self-regulated learning and the goal of class to first year high school student achievement. For explaining this finding can be said that the components of emotional intelligence (optimism, Self-awareness, perception, assessment and harness self-emotions and others and social skills) are directly or indirectly involved with the self-regulation. That means if increased Selfawareness, as well as direct Positively increase self-regulation and this despite that components optimism, social skills and perception, assessment and harness self-emotions and others indirectly affect in self-regulation and it is predicted. The Specific objectives of the study Determine the contribution components of emotional intelligence (optimism, self-awareness, social skills and perception, assessment and harness self-emotions and others) with selfregulation of The results of the statistical analysis Pearson correlation showed that there is direct and significant positive correlation between the components optimism, Self-awareness, perception, assessment and harness self-emotions and others with self-regulation while that no significant correlation between the component social skills and self-regulation. The results of this study is consist with the results of Mousavi et al. (2012)entitle The relationship between emotional intelligence and its components with self-regulated learning strategies and motivational beliefs on academic performance of students of Isfahan University of Medical Sciences, Bahrami and Kareshki (2015 ),entitle compared with emotional intelligence and selfregulation humanities graduate students, Shirmohammadi and Amini Nasr (2014), as the

6 79 Turkish Journal of Psychology relationship between emotional intelligence and self-regulation and mental health of high school students in Kermanshah and engineering and property. For explaining this finding can be said that there is significant relationship between components of emotional intelligence (optimism, Self-awareness, perception, assessment and harness selfemotions and others and social skills) with the self-regulation. This means that when the students are high the components of optimism, self-awareness and perception, assessment and harness self-emotions and others as well as increased self-regulation. Suggestion 1. The components of emotional intelligence and self-regulation should be more important because the students to be able to have control over their activities. According to the results, we can say that, given the importance of emotional intelligence, teachers are expected education programs to increase students' EQ and to expand their skills relevant Personal skills such as perception feelings of others, empathy and stress management. 2. The author of textbooks should also pay more attention to the ways in which they use emotional intelligence and students with these concepts become more familiar. For example, the distribution of questionnaires, watch the short film emotional, psychological and literary reading and discussion groups in class In which students are asked to speak easily about their feelings and share their feelings with others and better and deeper understand self and others, can also help emotional literacy and also can significantly reduce a person's stress and anxiety. References Bahrami, M. and Kareshki, H., (0111). Review and compare emotional intelligence and selfregulation postgraduate students of Humanities and Social Sciences, Cognitive Science in Education Conference 10, p. 8. Corno, L., Cronbach, L. J., Kupermintz, H. K., Lohman, D. H., Mandinach, E. B., Porteus, A., Talbert J. for the Stanford Aptitude Seminar. Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Mahweh, NJ: Erlbaum, eslami Nia, HR; Salarifar, M. and Zangooie, A., (2015). The effectiveness of self-regulation of emotional intelligence training on students with reading disabilities, the first congress of national development and the development of education and psychology, sociology and social sciences and culture, Page 6. Farmahinifarahani, M; Abdolmaleki, J., Rashid, Z. (2008). Relationship between emotional intelligence, self-regulated learning and academic achievement goal orientation class at the Junior High School students Qorveh city, bimonthly Journal of Knowledge and Behavior, Volume 15, Issue 30, pp Forgas, J. P. (2001). Introduction: Affect and social cognition. In J. P. Forgas (Ed), Handbook of Affect and Social Cognition (pp. 1-22). Mahwah, NJ:Lawrence Erlbaum Associates. Goleman, Daniel, Richard E. Boyatzis, and Annie McKee. The new leaders: Transforming the art of leadership into the science of results. London: Little, Brown, Malek, T. Jdaitawi, Noor-Azniza, Ishak, Farid, T. Mustafa,(2011),Emotional Intelligence in Modifying Social and Academic Adjustment among First Year University Students in North Jordan, International Journal of Psychological Studies,3, 2. Marnani, M.. (2003). Norm list of properties Emotional intelligence among students of Isfahan. Master's Thesis Psychology, University of Isfahan, p. 1.

7 80 Turkish Journal of Psychology Mousavi Lotfi, S. M., Akbar, v., Safavi, M., & Lotfi, R., (2009). Why emotional intelligence? Tehran: Printing, Publishing lantern thought, S Mousavi, s., Jabalameli, J. & Ali Bakhshi, F., (2012). The relationship between emotional intelligence and its components with self-regulated learning strategies and motivational beliefs on academic performance, Behavioral Sciences Research, Volume 10, Issue 3, pp Perry, N.E., Thauberger, C. & Hutchinson, L : gstudy traces of children's self-regulated learning in the Lifecycles Learning Kit. Psychol Test Assess, 52 (4), Pintrich, P. R. & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill-Prentice Hall. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, Pintrich, P.R., & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, Pintrich P.R.& De Groot E.V.(1990) Motivational and Self-Regulated Learning Components of Classroom Academic Performance Journal of Educational Psychology 82(1) PP Salovey, P., & Maryr, T. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9, Samadi, M., (2004). Self-regulation to assess student learning and parents, Journal of Psychology and Education, Tehran University, No. 4, pp Santrak, John W. (2008). Educational Psychology, translation sh. Saidi, M. Araqchi andh. Danesh Far (2008), Tehran: Rsa.s 16. Shirmohammadi, Z., Amiri, Z. (2014) The relationship of emotional intelligence and selfregulation and mental health of high school students in the city of Kermanshah, the first Global Conference on the Sustainable Development of Education and Psychology, Social and Cultural Studies, p. 1. Watkin, Ch. (2000). Developing emotional intelligence. International Journal of Selection and Assessment, 8 (2), Winne, P.H. & Hadwin, A.F The Weave of Motivation and Self-Regulated Learning.In Schunk. Zimmerman B.J & Martinez-Pons M,(1990). Student differences in self-regulated learning: Relating grade, sex,and giftedness to self-efficacy and strategy use. Journalof Educational Psychology, 80: Zimmerman B.J, Schunk M, (2008). Development of a structured interview for assessing student use of self-regulated learning strategies.american Educational Research Journal 1986; 23: