saeed mohammadi molod; taghi zavvar
Abstract
Introduction For many years, intelligence and mental abilities were considered the only factors influencing student’s academic achievement but recently, several studies have examined the impact of non-cognitive aspects such as emotional and social factor. Emotional intelligence is one of the factors ...
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Introduction For many years, intelligence and mental abilities were considered the only factors influencing student’s academic achievement but recently, several studies have examined the impact of non-cognitive aspects such as emotional and social factor. Emotional intelligence is one of the factors that impact and its relation to academic achievement have been studied in different studies. Some researchers found a weak relationship between emotional intelligence and academic achievement, some found a moderate and significant relationship, and some believe the impact of emotional intelligence on academic achievement more than cognitive intelligence. According to this, the purpose of the present study was to analyze and combine the results of the researches in this field and reach a general conclusion and resolve the existing contradictions and discover possible moderators. Method According to the purpose of this study, the present study was conducted by meta-analysis method. The statistical population of the present study was all research published in scientific valid journal which was available in computer databases and examined the relationship between emotional intelligence and academic achievement. Using the purposive sampling method and extensive search based on the specified keywords and applying entry and exit criteria, 30 studies were selected as sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. Results From selected studies as sample, in total, 137 effect sizes were extracted which 18 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 119 effect sizes. The value of “fail-safe N” statistic was obtained 4132, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size calculated 0.169 in fixed model and 0.165 in random model that both of them were statistically significant (p < /p>
Morteza Omidian; Ayoub Jaberi; Manijeh Shehni Yailagh
Abstract
Job engagement has been considered as a source of commitment and professional passion in recent years. Because of the positive effects of this variable on the teachers' proficiency, its predictors have particular importance. Focusing on individual predictors such as types of intelligence, motivation, ...
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Job engagement has been considered as a source of commitment and professional passion in recent years. Because of the positive effects of this variable on the teachers' proficiency, its predictors have particular importance. Focusing on individual predictors such as types of intelligence, motivation, and needs alone does not provide a complete explanation. On the other hand, attention to social variables such as culture, social atmosphere, employee behavior and environmental factors such as facilities and equipment have an undeniable effect on employees' behavior. Concurrent attention to these factors has been considered in less research. The present study was conducted to investigate the role of emotional intelligence and motivation as mediated variables in causal relationship between school climate and educational facilities with job engagement. In this research, educational facilities as the environmental factor and the school climate as a social factor, and emotional intelligence and achieved motivation as individual factors, have been tested in a causal model. The sample consisted of 300 teachers (130 men and 170 women) who were randomly and census selected from Ramshir city. Participants in this study completed the Halpin and Croft Organizational Climate Questionnaire, Schutt Emotional Intelligence Questionnaire, Hermans, achievement motivation Questionnaire, Utrecht Job Engagement Questionnaire and Job Training Facilities. The proposed model evaluation through path analysis was performed using SPSS software and AMOS. Also in order to examine indirect paths the bootstrap method was used. Results showed that the model was not fit to the data. Better fit was achieved through the elimination of non-significant paths (educational facilities to emotional intelligence, school climate to achievement motivation, educational facilities to achievement motivation and school climate to job engagement). In addition, to the direct paths of educational facilities to job engagement, emotional intelligence to job engagement, achievement motivation to job engagement, school climate to emotional intelligence, emotional intelligence to achievement motivation were significant. Also the indirect paths from school climate to job engagement through emotional intelligence and achievement motivation were significant. These results showed that attention to the role of the school climate as an intermediate variable in increasing the job engagement of teachers and thus improving the educational process is essential. Therefore, teachers 'job motivation and engagement can be enhanced by improving teachers' emotional intelligence, achieved motivation and improving the school climate. In addition, the improvement of educational facilities will help to improve the professional engagement of teachers without any intermediary. This research emphasizes the need for simultaneous attention to individual, environmental and social elements in order to improve teachers' job engagement.
Educational Management
Mahdi Nadaf; Farajolah Rahimi; Zahra Gholami
Abstract
The objective of the research is developing a two-level model to investigate affecting factors on collaboration culture and personal creativity. The population of the research is trainers and trainees of TVTO that eight centers recognized and in sum 34 teams were selected through random sampling. The ...
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The objective of the research is developing a two-level model to investigate affecting factors on collaboration culture and personal creativity. The population of the research is trainers and trainees of TVTO that eight centers recognized and in sum 34 teams were selected through random sampling. The study is an applied one and by gathering data it is a descriptive-correlation research. The questionnaire was data gathering and measuring variables instrument and finally 319 questionnaires were obtained. The instrument reliability was measured by Cronbach’s Alpha and a pretest was done among the sample of 30 people of TVTO trainers and trainees and the quotients were above 0.7 for all variables. The validity of the instrument was also studies and verified through content validity. The research findings in personal level indicate that emotional intelligence on cognitive trust, emotional intelligence on affective trust, cognitive trust on collaborative culture, affective trust on collaborative culture, collaborative culture on personal creativity, team creativity on collaborative culture and team creativity on personal creativity with regression quotients respectfully are 0.733, 0.771, 0650, 0.198, 0.560, 0.298 and 3.370 theses quotients are meaningful and positive. The results show that in personal level emotional intelligence affects (cognitive and affective) trust and the constructs have impact on collaborative culture and personal creativity. So it is suggested to foster collaborative culture and institutionalize creativity among team members, emotional intelligence as a necessary skill promoted and trained. Moreover a social environment must form where the members encourage to share their ideas and shape creativity.
Curriculum Development
Abstract
If we recognize that the primary aim of educational systems is providing necessary conditions for comprehensive development of students, then attention to developing all of their features and existential capabilities is considered as inevitable necessity. From this point of view, in addition to the development ...
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If we recognize that the primary aim of educational systems is providing necessary conditions for comprehensive development of students, then attention to developing all of their features and existential capabilities is considered as inevitable necessity. From this point of view, in addition to the development of cognitive and intellectual aspects of the learners, planning for harmonious developing of students' feelings and emotions also requires considerable importance. But despite its significant role and status, emotional intelligence in Iran is educational system is not taken seriously for various reasons and certain views and attitudes. This study was conducted with the aim of examining the situation and position of emotions among female students in second and the third grades in a high school at Kashan. The research approach adopted in this study was one of educational connoisseurship and criticism which served for evaluate and criticized the situation of emotions in three stages involving description, interpretation and evaluation. Findings showed that a part of the inefficiency of the country’s secondary school system rooted in lack of attention and neglect of the important field of feelings and emotions.
