بررسي رابطه هوش هيجاني با خود شكوفايي دانش‌آموزان پايه اول دبيرستان‌

The Relationship between Emotional InteJJigence and SelfActualization in First Year Students at Secondary School

Introduction Emotional intelligence (El) has been defined as the ability to perceive, understand, and manage emotions, and is assumed to be related to the ability of self-regulation. Tt has been suggested that ET is a factor of paramount importance in adjustment to life, in general, and to work and work performance in particular. Self-actualization is the process of striving to actualize oneʹs potential capacity, abilities and talents. II requires the ability and drive to set and achieve goals, and it is characterized by being involved in and feeling committed to various interests and pursuits. Self-actualization is thought to be a life-long effort leading to an enriched and meaningful life. It is not merely performance but an attempt to do oneʹs best. In addition to being sufficiently motivated to set and accomplish personal goals, selfactualization also depends, first and foremost, on a deep sense of selfawareness and understanding of who one is and what one wants to do. The aim of this paper is to study whether there is a relationship between emotional intelligence and self-actualization in first year students at secondary school and to analyze the relationship between intelligence quotient, sex and demographic factors (parentsʹ education, occupation of fathers, amOUIJ! of family income and the number of children) and selfactualization. Methodology To analyze the findings of this study, statistical methods of mean, standard deviation, T-test, correlation coefficient, analysis of variance and regression coefficient were used. The instruments used in this study were the emotional intelligence questionnaire Peterides and Farnham), selfactualization test (Ahvaz University Inventory) and intelligence test (Raven test). Discussion Two hundred volunteers (l00 boys. 100 girls) from the first year high schools in Ardakan, Iran participated in this study. The results showed that there is a significant positive correlation between emotional intelligence and self-actualization. That is, with an increase in emotional intelligence (optimist, perception of others and self feeling, control of self feeling, social skills) self-actualization will also increase. The result showed that there is no difference in the amount of self-actualization between boys and girls. The only demographic factor connected to self-actualization was income. Conclusion In general. emotional intelligence can predict self-actualization of the participants. Thus it can be concluded that self-actualization is influenced by emotional intelligence through management, understanding regulation and evaluation of emotion with general intelligence and income. Finally, it is concluded that emotional intelligence is highly correlated with the ability to actualize basic talents and skills; it can distinguish between those who are more able and those who are less able to self-actualize and it is more important than cognitive intelligence.