Mahdi Shayegan,
Volume 12, Issue 16 (5-2022)
Abstract
The aim of the present study was to investigate the effectiveness of emotional intelligence training on academic procrastination and academic vitality of high school students in Tehran in 1400. The method used in this research was semi-experimental with a pre-test-post-test design with a control group and random assignment of subjects. The statistical population included all high school students in Tehran, and using the random sampling method, the number of 30 students in two experimental (15 people) and control (15 people) groups was considered as the sample size. The experimental group received training on emotional intelligence skills for 8 sessions, and the control group did not receive any treatment. In order to collect information, two procrastination questionnaires (Solomon and Roth Bloom, 1984) and academic vitality questionnaire (Hossein Chari and Dehghanizadeh, 2013) were used. In order to measure the reliability of the questionnaire, Cronbach's alpha coefficient was used and the value of this coefficient was found to be above 0.7 for both questionnaires. Also, in order to measure validity, content validity was used, and for this purpose, the questionnaire was approved by the relevant experts. The analysis of the information obtained from the implementation of the questionnaires was done through SPSS22 software in two descriptive and inferential sections (analysis of covariance). The findings showed that emotional intelligence training reduced academic procrastination of students, also based on the findings, emotional intelligence training increased academic vitality in students. Therefore, it seems that teaching emotional intelligence skills can reduce students' academic procrastination and provide effective techniques to increase academic vitality.
Raheleh Ghasemi Joo, Sara Haghighat,
Volume 17, Issue 21 (8-2023)
Abstract
The present study was conducted with the aim of predicting academic vitality based on emotional self-regulation strategies and perfectionism in female students. The design of the research was descriptive and correlational. Among all the students of the first secondary level in the three cities of Tehran, 152 students were selected by multi-stage cluster sampling method and were selected by Chari and Dehghanizadeh's academic vitality questionnaire, Hoffmann's and Kashdan's emotional self-regulation questionnaire. and Tehran's multidimensional perfectionism scale answered. Research data were analyzed using statistical methods and indicators including frequency, percentage, mean, standard deviation, Pearson correlation coefficient and multiple regression analysis using spss26 software. Based on the results of regression analysis, emotional self-regulation strategies, concealment component, tolerance component and self-perfectionism were predictors of academic vitality in female students. Based on the findings of this research, it can be concluded that emotional self-regulation strategies and self-centered perfectionism increase vitality.
