چکیده:
ﻫﺪف: ﻣﻄﺎﻟﻌﺔ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﻌﻴﻴﻦ ﻣﻴﺰان ارﺗﺒﺎط ﺳـﺎده و ﭼﻨﺪﮔﺎﻧـﻪ ﺑـﻴﻦAim: This study examined the relationship between fluid ﻫﻮش ﺳﻴﺎل، اﺑﻌﺎد ﺷﺨﺼﻴﺖ )ﺑﺮونﮔﺮاﻳﻲ، روانرﻧﺠـﻮری و روانﭘﺮﻳـﺸﻲ( وintelligence, personality dimensions (Extroversion, ،ﻫﻮش ﻫﻴﺠﺎﻧﻲ ﺑﺎ ﻣﻮﻓﻘﻴـﺖ ﺗﺤـﺼﻴﻠﻲ اﻧﺠـﺎم ﺷـﺪ. روش: روش ﭘـﮋوﻫﺶNeurosis and psychosis) and emotional intelligence withacademic success. Method: Research method of this ﺗﻮﺻﻴﻔﻲ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﻲ ﺑـﻮد. ﻧﻤﻮﻧـﺔ ﭘـﮋوﻫﺶ ﺷـﺎﻣﻞ 331 داﻧـﺶآﻣـﻮزstudy was descriptive and correlational. Participants ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ و ﭘﻴﺶداﻧﺸﮕﺎﻫﻲ ﺷﻬﺮﺳﺘﺎن دزﻓـﻮل ﺑـﻮد ﻛـﻪ ﺑـﻪ ﺻـﻮرتwere 112 high school students in the City of Dezful in ﺗﺼﺎدﻓﻲ ﭼﻨﺪﻣﺮﺣﻠﻪای اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺮای ﺑﻪدﺳﺖ آوردن اﻃﻼﻋﺎت آزﻣﻮنsouthern Iran who were selected using multistagesampling. The following tests were administrated: ﻣﺎﺗﺮﻳﺲﻫﺎی ﭘﻴﺸﺮوﻧﺪة رﻳﻮن، ﻧﺴﺨﺔ ﻣﻴﺎﻧﻲ )ﺑﺰرﮔـﺴﺎﻻن( اﺳـﺘﺎﻧﺪارد ﺷـﺪهRaven's Progressive Matrices (intermediate forms) ﺑﻪوﺳﻴﻠﺔ ﺑﺮاﻫﻨﻲ )3531(، ﭘﺮﺳﺸﻨﺎﻣﺔ ﺷﺨـﺼﻴﺖ آﻳﺰﻧـﻚ )5791(، آزﻣـﻮنEysenck Personality Questionnaire (Eysenck and ﺑﻬﺮ ﻫﻴﺠﺎﻧﻲ ﺑﺎر- ان )0002( اﺟﺮا ﺷﺪ و ﻣﻌـﺪل ﺗﺤـﺼﻴﻠﻲ ﺳـﺎل ﮔﺬﺷـﺘﺔEysenck, 1975) and Bar-On Emotional Intelligence Scale(Bar - On, 2000). Participants' GPA was used as a .ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن ﺑﻪ ﻋﻨﻮان ﻣﻼک ﭘﻴﺸﺮﻓﺖ ﺗﺤـﺼﻴﻠﻲ در ﻧﻈـﺮ ﮔﺮﻓﺘـﻪ ﺷـﺪmeasure of academic success. Data were analyzed using اﻃﻼﻋﺎت ﺑﻪدﺳﺖ آﻣﺪه ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮنﻫﺎی آﻣﺎری ﺿـﺮﻳﺐ ﻫﻤﺒـﺴﺘﮕﻲPearson correlation coefficient and multiple regression .ﭘﻴﺮﺳﻮن و ﺗﺤﻠﻴﻞ رﮔﺮﺳﻴﻮن ﭼﻨـﺪ ﻣﺘﻐﻴـﺮی )ﮔـﺎم ﺑـﻪ ﮔـﺎم( ﺗﺤﻠﻴـﻞ ﺷـﺪanalysis. Results: Results showed that fluid intelligence, ﻳﺎﻓﺘﻪﻫﺎ: ﻳﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﻛﻪ ﻫـﻮش ﺳـﻴﺎل و ﺑـﺮونﮔﺮاﻳـﻲ ﺑـﺎ ﻣﻮﻓﻘﻴـﺖextroversion, emotional intelligence, intrapersonalintelligence and adaptability were positively correlated ﺗﺤﺼﻴﻠﻲ و ﻣﻮﻓﻘﻴﺖ ﺗﺤﺼﻴﻠﻲ ﺑﺎ ﻧﻤﺮة ﻛـﻞ ﻫـﻮش ﻫﻴﺠـﺎﻧﻲ و اﺑﻌـﺎد ﻫـﻮشwith academic success. Psychosis was negatively درونﻓﺮدی و اﻧﻄﺒﺎقﭘﺬﻳﺮی ارﺗﺒـﺎط ﻣﺜﺒـﺖ اﻣـﺎ روانﭘﺮﻳـﺸﻲ ﺑـﺎ ﻣﻮﻓﻘﻴـﺖassociated with academic success. Findings showed that ﺗﺤﺼﻴﻠﻲ ارﺗﺒﺎط ﻣﻨﻔﻲ دارد. ﻫﺮ ﺳﻪ ﻣﺘﻐﻴﺮ ﺑﺎ ﻣﻮﻓﻘﻴﺖ ﺗﺤﺼﻴﻠﻲ راﺑﻄﻪ دارﻧﺪthere was a significant difference in academic successbetween boys and girls. Conclusion: Results showed that و در ﺗﻌﺎﻣﻞ ﺑﺎ ﻫﻢ در ﻣﺠﻤـﻮع 23 درﺻـﺪ از ﺗﻐﻴﻴـﺮات ﻣﻮﻓﻘﻴـﺖ ﺗﺤـﺼﻴﻠﻲall three variables are related with academic success and ﺗﺒﻴﻴﻦ را ﻣﻲﻛﻨﻨـﺪ. ﭘﻴـﺸﺮﻓﺖ ﺗﺤـﺼﻴﻠﻲ داﻧـﺶآﻣـﻮزان دﺧﺘـﺮان ﺑـﻪ ﻃـﻮرthese variables interact with each other so that they ﻣﻌﻨﺎداری ﺑﻴﺸﺘﺮ از داﻧﺶآﻣﻮزان ﭘﺴﺮ اﺳﺖ. ﻧﺘﻴﺠﻪﮔﻴـﺮی: از ﻧﺘـﺎﻳﺞ اﻳـﻦpredict 32 percent of the variance related to academic -ﭘﮋوﻫﺶ در ﺑﺮﻧﺎﻣﻪرﻳﺰی ﺑﺮای ﺑﺎﻻ ﺑﺮدن ﻛﻴﻔﻴﺖ آﻣﻮزش ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ وﻳﮋﮔﻲsuccess. It may be argued that quality of education maybe raised paying more attention to students' .ﻫﺎی ﺷﺨﺼﻴﺘﻲ و ﻫﻮش ﻫﻴﺠﺎﻧﻲ ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن ﻣﻲﺗﻮان اﺳﺘﻔﺎده ﻛﺮدcharacteristics and the emotional intelligence of learners.
خلاصه ماشینی:
"Journal of Applied Psychology ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی Vol. 4, No. 2(14), Summer 2010, 44-57 44 -57 ،1389 ﺳﺎل4، ﺷﻤﺎره 2)41(، ﺗﺎﺑﺴﺘﺎن (راﺑﻄﺔ ﺑﻴﻦ ﻫﻮش ﺳﻴﺎل، اﺑﻌﺎد ﺷﺨﺼﻴﺖ )ﺑﺮونﮔﺮاﻳﻲ، روانرﻧﺠﻮری و روان ﭘﺮﻳﺸﻲ 1 و ﻫﻮش ﻫﻴﺠﺎﻧﻲ ﺑﺎ ﻣﻮﻓﻘﻴﺖ ﺗﺤﺼﻴﻠﻲ داﻧﺶآﻣﻮزان ﻣﻘﻄﻊ دﺑﻴﺮﺳﺘﺎن Correlation between fluid intelligence, dimensions of personality (extroversion, neurosis and psychosis) and emotional intelligence with academic success in high school students M.
Di Fabio & Buson ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 2 )41(/ ﺗﺎﺑﺴﺘﺎن 9831 64 راﺑﻄﺔ ﺑﻴﻦ ﻫﻮش ﺳﻴﺎل، اﺑﻌﺎد ﺷﺨﺼﻴﺖ )ﺑﺮون ﮔﺮاﻳﻲ، روان رﻧﺠﻮری و ...
Van der Zee, Thijs & Schakel 84 ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 2 )41(/ ﺗﺎﺑﺴﺘﺎن 9831 راﺑﻄﺔ ﺑﻴﻦ ﻫﻮش ﺳﻴﺎل، اﺑﻌﺎد ﺷﺨﺼﻴﺖ )ﺑﺮون ﮔﺮاﻳﻲ، روان رﻧﺠﻮری و ...
Penrose & Reven 94 ﻣﻬﺮداد اﻛﺒﺮی و ﻋﻠﻴﺮﺿﺎ آﻗﺎﻳﻮﺳﻔﻲ ﻃﺮﻳﻖ اﺟﺮای ﻧﺴﺨﺔ ﻣﻮازی ﻛﻪ ﺑﻪوﺳﻴﻠﺔ ﻣﺼﺎﺣﺒﻪای ﺳﺎزﻣﺎنﻳﺎﻓﺘﻪ در راﺑﻄﻪ ﺑﺎ ﻣﻴﺰان و ﺗﻨﻮع ﻫﻴﺠﺎن- ﻫﺎ، ﻋﻮاﻃﻒ و وﻳﮋﮔﻲﻫﺎی ﻓﺮدی و اﺣﺴﺎﺳﻲ اﻧﺠﺎم ﺷﺪ در ﺳﻄﺢ 100/0 ﻣﻌﻨﺎدار ﮔﺰارش ﺷﺪه اﺳﺖ.
80/0- 42/0* 71/0 * - 11/0 01 اﻧﻄﺒﺎقﭘﺬﻳﺮی 50/0 ≤** p ≤0/01 *p 211 =N 05 ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 2 )41(/ ﺗﺎﺑﺴﺘﺎن 9831 راﺑﻄﺔ ﺑﻴﻦ ﻫﻮش ﺳﻴﺎل، اﺑﻌﺎد ﺷﺨﺼﻴﺖ )ﺑﺮون ﮔﺮاﻳﻲ، روان رﻧﺠﻮری و ...
ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 2 )41(/ ﺗﺎﺑﺴﺘﺎن 9831 25 راﺑﻄﺔ ﺑﻴﻦ ﻫﻮش ﺳﻴﺎل، اﺑﻌﺎد ﺷﺨﺼﻴﺖ )ﺑﺮون ﮔﺮاﻳﻲ، روان رﻧﺠﻮری و ..."