بررسي هوش هيجاني دانشجويان دانشگاه هاي شهر اهواز در سال 1393

Assessment of Emotional Intelligence in Ahvaz Universities Students in 2014

هوش هيجاني مجموعه اي از هيجانات، عواطف، دانش اجتماعي و توانمندي هايي است كه فرد را جهت تطابق با محيط آماده مي كند. با توجه به اهميت هوش هيجاني و عدم اطلاعات كافي از ميزان آن در ميان دانشجويان، اين مطالعه با هدف بررسي هوش هيجاني در دانشجويان انجام شد. مواد و روش ها اين مطالعه مقطعي بر روي 303 دانشجو در دانشگاه هاي جندي شاپور، آزاد و چمران اهواز در سال 1393 انجام شد. داده بوسيله فرم مشخصات دموگرافيك و پرسشنامه هوش هيجاني Bradbry-Graves جمع آوري و با استفاده از نرم افزار SPSS نسخه 19 و روش هاي آماري توصيفي (ميانگين و انحراف معيار) و استنباطي (t-test، ANOVA، TUKEY) مورد تجزيه و تحليل قرار گرفت. نتيجه گيري نظر به متوسط بودن هوش هيجاني دانشجويان و عنايت به اهميت هوش هيجاني در ارتقاء سلامت و موفقيت تحصيلي دانشجويان، پيشنهاد مي گردد در برنامه آموزشي دانشگاه ها به هوش هيجاني و لزوم ارتقاء آن توجه لازم شود.

Emotional intelligence is a series of emotions, feelings, social knowledge and abilities that prepare people to adapt to the environment. Considering the importance of emotional intelligence and lack of information about its quantity among students, this study aimed to investigate emotional intelligence of students. Materials an‎d Methods This cross-sectional study was conducted on 303 students of the Jundishapur, Azad and Chamran Universities of Ahvaz in 2014. Data was collected by demographic checklist and emotional intelligence Bradbry-Graves questionnaire and analyzed by SPSS19 software using descriptive (mean and standard deviation) and inferential (t-test, ANOVA, Tukey) statistical methods. Results Emotional intelligence of most students (77.23%) was in the middle range. Mean of emotional intelligence score of students was 77.02±9.26 and the mean scores of self-consciousness, self-management, social awareness and relationship management subscales were 82.81±5.58, 70.47±13.93, 81.36±7.30 and 73.44±10.26, respectively. Results showed no significant relationship between total emotional intelligence and students age, sex, job, marital status, degree, overall grade point average and kind of university, while a significant relationship was seen between some emotional intelligence subscales and above variables (p<0.05). Conclusion As emotional intelligence of most students was medium and regarding its importance in students’ health promotion and their academic improvement, it is suggested that the university authorities should pay more attention to developing educational programs in the dimension of emotional intelligence among students.