خلاصة:
The purpose of this study was to investigate the effect of computer games on emotional intelligence of high school female students. This research is in terms of applied and descriptive method of field research. The statistical population consisted of all female high school students in a district of Sari, a city of 5030 people. Based on the Kerjesian and Morgan tables, 357 students were selected by stratified random sampling based on educational bases. The data collection The computer games questionnaire with 15 questions, the Bradbury Emotional Intelligence Questionnaire and Jane Graves (2005) have been used in four components (self-awareness, self-management, social awareness, and communication management) with 28 questions. The formal and content validity of the tools has been confirmed by the experts And their reliability by using Cronbach's alpha coefficient test for the game's questionnaire 0. 75 and emotional intelligence questionnaire was 0. 87. For analysis of data, one-variable regression analysis was used. Results showed that: computer games on the reduction of emotional intelligence and its components (Self-awareness, self-management, social awareness and communication management) has a significant effect.
ملخص الجهاز:
314) have been calculated; therefore, with 95 percent confidence, it can be concluded that "computer games have a significant effect on reducing the emotional intelligence of students".
The results of this research showed that computer games have a significant effect on reducing the emotional intelligence (self-awareness, self-management, social awareness, and relationship management) of female first-cycle secondary school students in District 1 of Sari city; that is, with an increase in the amount of computer games among students, self-awareness, which means "an unbiased attitude toward one's internal states, self-confidence, and observing oneself or self-reflection," self-management, which means "managing one's own emotions, the ability to emotionally recover after an emotional injury, the ability to act rather than react, stability in behaviors in all situations, a sense of responsibility at work, flexibility in the face of changes, and welcoming new opinions," social awareness, which means "empathy, developing and improving others, precise control of one's own emotions, appropriate reaction, persuasion, understanding differences, teamwork, ability to converse, transparent communication, mediation, and the ability to establish communication," and relationship management, which means "understanding others, awareness and valuing the needs of others, having a desire to serve others, being useful, and the ability to understand and accept the thoughts of others," decreases.
(2015), who showed that students' emotional intelligence is related to the type of computer games they play and the bidirectional influence of this relationship should be considered; Nourirad et al.
The results showed that: computer games have a significant effect on reducing emotional intelligence and its components (self-awareness, self-management, social awareness, and relationship management).
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