چکیده:
Emotional intelligence is a key factor in the flourishing of individual abilities and has a positive relationship with success, efficiency, health, life satisfaction, and generally with the power of thinking and intelligence. Therefore, investigating methods to cultivate emotional intelligence leads to the cultivation of all these abilities in an individual. In this regard, the aim of this research is to investigate the impact of training 'emotion management skills' on the emotional intelligence of students. The researcher prepared these skills based on various factors affecting emotion in the form of a training program. In this study, a quasi-experimental method was used, and cluster sampling was employed to select a sample group of 301 girls and 421 boys. The measurement tool was the Brackett and Rivers (4831) emotional intelligence test, and for data analysis, statistical methods such as ANOVA, ANCOVA, Kruskal-Wallis, and Mann-Whitney were used. The findings of this research show that training emotion management skills caused a significant difference between the experimental and control groups in terms of emotional intelligence. Additionally, a significant difference in the components of emotional intelligence regarding self-awareness and relationship management was observed between the experimental and control groups. Therefore, the findings of this research indicate that training emotion management skills, especially in the areas of self-awareness and relationship management, has led to an increase in the emotional intelligence of students.
خلاصه ماشینی:
Despite this, the results of this research regarding the non-significance of differences in the field of "self-management" are not consistent with what Hein (2007) has proposed regarding the goal of emotional training courses in preventing social problems of adolescents such as addiction, school dropout, smoking, and creating competencies such as impulse control and anger management.
Despite this, the results of this research regarding the non-significance of differences in the field of social awareness do not align with what Yolotas and Omraklo (2007) found in their research regarding the impact of training on the identification, perception, and control of emotion, empathy, and social abilities, and it is also not in agreement with Stern's (2007) view regarding the impact of an educational program based on socio-emotional learning techniques on improving the reduction of violence, increasing self-esteem, and improving energies to help others.
The results of examining the first hypothesis of this research show that there is a significant difference in the field of emotional intelligence between the experimental group, which has undergone the emotion management skills training course, and the control group.
In this difference, the mean rank of the emotional intelligence of the subjects in the experimental group was significantly Hypothesis 4: Training emotion management skills has an effect on the social awareness of third-year middle school students.
Table 3: ANCOVA of relationship management in two experimental and control groups considering gender (Refer to the page image) Hypothesis 6: The effect of training emotion management skills on the emotional intelligence of female and male third-year middle school students is different.
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