تحليل محتواي مولفه هاي درون فردي هوش هيجاني در كتب بخوانيم دوره تحصيلي ابتدايي با تاكيد بر ديدگاه بار- ان

A Content analysis of the Intrapersonal Components of Emotional Intelligence in Farsi Reading Textbooks of Primary Education in Iran with an Emphasis on Bar-On's view

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ در راﺳﺘﺎي ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﻣﺆﻟﻔﻪﻫﺎي درون ﻓﺮدي ﻫﻮش ﻫﯿﺠﺎﻧﯽ در ﮐﺘﺐ ﺑﺨﻮاﻧﯿﻢ دوره ﺗﺤﺼﯿﻠﯽ اﺑﺘﺪاﯾﯽ ﺑﺎ ﺗﺎﮐﯿﺪ ﺑﺮ دﯾﺪﮔﺎه ﺑﺎر -ان (ﺧﻮدآﮔﺎﻫﯽ ﻫﯿﺠﺎﻧﯽ، ﺟﺮات ﻣﻨﺪي، ﺧﻮدﺗﻨﻈﯿﻤﯽ، ﺧﻮدﺷﮑﻮﻓﺎﯾﯽ و اﺳﺘﻘﻼل) اﻧﺠﺎم ﺷﺪه اﺳﺖ. روش ﺗﺤﻠﯿﻞ، ﻣﻘﻮﻟﻪ اي (ﻣﺆﻟﻔﻪ اي) ﺑﻮده اﺳﺖ. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ، ﮐﻠﯿﻪ ﮐﺘﺐ آﻣﻮزش ﻗﺮآن دوره ﺗﺤﺼﯿﻠﯽ اﺑﺘﺪاﯾﯽ ﺑﻮده و ﺗﻤﺎﻣﯽ ﻣﺤﺘﻮاي ﭘﻨﺞ ﮐﺘﺎب ﻗﺮآن ﻣﺮﺑﻮط ﺑﻪ ﺷﺶ ﭘﺎﯾﻪ دوره اﺑﺘﺪاﯾﯽ ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺘﻪ اﻧﺪ. واﺣﺪ ﺗﺤﻠﯿﻞ ﻧﯿﺰاﻫﺪاف ﮐﻠﯽ دروس ﺑﻮده اﺳﺖ. داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آﻣﺎر ﺗﻮﺻﯿﻔﯽ ﺗﺤﻠﯿﻞ ﺷﺪه اﻧﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد؛ ﺑﺎ اﻓﺰاﯾﺶ ﺣﺠﻢ ﻣﺤﺘﻮاي ﮐﺘﺎب درﺳﯽ، ﻣﯿﺰان ﺗﻮﺟﻪ ﻣﺤﺘﻮا به ﻋﻮاﻣﻞ درون ﻓﺮدي ﻫﻮش ﻫﯿﺠﺎﻧﯽ اﻓﺰاﯾﺶ ﯾﺎﻓﺘﻪ اﺳﺖ. ﻣﯿﺰان ﺗﻮﺟﻪ ﺑﻪ ﻋﺎﻣﻞ ﺧﻮدﺷﮑﻮﻓﺎﯾﯽ و ﮐﻤﺘﺮﯾﻦ ﺗﻮﺟﻪ ﺑﻪ ﻋﺎﻣﻞ ﺟﺮاﺗﻤﻨﺪي ﺑﻮده اﺳﺖ ﺑﻨﺎﺑﺮاﯾﻦ ﺑﻪ ﺑﺮﺧﯽ از ﻣﻮﻟﻔﻪ ﻫﺎ ﮐﻤﺘﺮ ﺗﻮﺟﻪ ﺷﺪه اﺳﺖ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻈﺮيه هاﯾﯽ ﻫﻤﭽﻮن ﻣﻨﻄﻘﻪ ﺗﻘﺮﯾﺒﯽ رﺷﺪ، ﭘﯿﺸﻨﻬﺎد مي شود تاحدي به همه مولفه هاي هوش هيجاني در هرپايه تحصيلي پرداخته شود.

The present study aims at a content analysis of the intrapersonal components of emotional intelligence in the Farsi Reading Textbooks of primary education with an emphasis on Bar-On's view (emotional self-awareness, assertiveness, self-control, self-efficacy, and independence). A category (component) analysis method has been used in this study. The study population consists of all Quran Textbooks of the elementary education in Iran and all contents of the five Qur'an Textbooks related to six elementary grades have been analyzed in this research. The unit of analysis has been the general objectives of the textbooks' lessons. The data were analyzed using descriptive statistics. The results showed that an increase in the content of the textbooks has been followed by an increase in the content attention to the intrapersonal factors of emotional intelligence. Self-efficacy and assertiveness have received the lowest attention in the textbooks. Therefore, some of the components have been neglected in these textbooks. With regard to theories such as the zone of proximal development, it is recommended that all components of emotional intelligence be addressed at each educational level.