مطالب مرتبط با کلیدواژه

Emotional Intelligence


۱.

Relationship among Iranian EFL Teachers’ Emotional Intelligence, Reflectivity and Burnout(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات کاربردی زبان سال ششم ۲۰۱۴ شماره ۱

کلیدواژه‌ها: EFL Teachers Burnout Emotional Intelligence

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تعداد بازدید : ۱۱۲۸ تعداد دانلود : ۵۸۳
Few studies can be found which have directly addressed the issue of burn-out by considering the influence of teachers’ coping resources such as emotional intelligence and reflectivity especially in an EFL context. Therefore, in order to bridge this gap, the present study was conducted to investigate the relationship among teachers’ burnout, emotional intelligence, and reflectivity with a sample of 125 Iranian EFL teachers from several private language institutes in Kurdistan and Hamedan. Moreover, differences in the teachers’ burnout, emotional intelligence, and reflectivity scores were examined with respect to teachers’ teaching experiences. To answer the research questions, the Maslach Burnout Inventory-Educators Survey, Teacher Reflectivity Questionnaire, and Bar-On EQ-I Scale were used and Pearson Product-Moment Correlation, Multiple Regression and MANOVA analyses were utilized. The findings showed that emotional intelligence and reflectivity were reversely correlated with burnout, and they could both predict the level of burnout. The results of the study also revealed that there were significant differences between teachers’ level of emotional intelligence with respect to their teaching experience. However, no significant differences were found between teachers’ burnout and reflectivity with respect to their teaching experience. Implications of the study are discussed in details in the paper.
۲.

The relationship Between Emotional Intelligence and Organizational Citizenship Behavior (Testing the Mediating Effect of Job Satisfaction)(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات رفتار سازمانی سال دوم پاییز ۱۳۹۲ شماره ۳ (پیاپی ۶)

کلیدواژه‌ها: Job satisfaction Emotional Intelligence Organizational Citizenship Behavior and Structural Equation Modeling

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تعداد بازدید : ۸۷۶ تعداد دانلود : ۴۷۸
Purpose - The study tested the extent to which the emotional intelligence (EI), job satisfaction (JS) and organizational citizenship behavior (OCB) and their dimensions are related. Alsoit was tested that whether job satisfaction mediates personality effects (Emotional Intelligence) on organizational citizenship behavior. method - A questionnaire survey was carried out to explore these relations at the Islamic Azad University of Tehran, South Branch. Participants were 187 employees who completed the Wong Law Emotional Intelligence Scale, Blazer Job Satisfaction Scale and Podsakoff Organizational citizenship behavior Scale. Some basic socio-demographic questions were included too. Finding - Results indicated that emotional intelligence affects both job satisfaction and organizational citizenship behavior; and job satisfaction affects organizational citizenship behavior significantly. Using structural equation modeling (SEM), it was cleared that job satisfaction mediates the effects of emotional intelligence on organizational citizenship behavior partially. Among the four EI dimensions, ""self-emotional aPPraisal"", ""other’s emotional aPPraisal"" and ""use of emotion"" were significant independent predictors of job satisfaction and all the four EI dimensions were significant independent predictors of OCB. Originality/value - The relations among emotional intelligence, job satisfaction and organizational citizenship behavior have been analyzed simultaneously. Job satisfaction was found to be a mediator between emotional intelligence and organizational citizenship behavior. Emotional intelligence dimensions have significant relation with some aspects of job satisfaction and some dimensions of organizational citizenship behavior.
۳.

The behavioral model of emotional intelligence effect on work-family conflict and organizational citizenship behavior among nurses(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات رفتار سازمانی سال سوم بهار و تابستان ۱۳۹۳ شماره ۱ و ۲ (پیاپی ۸ و ۹)

کلیدواژه‌ها: Emotional Intelligence mediating effect nurses organizational citizenship behavior and work-family conflict

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تعداد بازدید : ۸۲۹ تعداد دانلود : ۵۰۲
This paper examines the relations among emotional intelligence, work-family conflict and organizational citizenship behavior of nurses and the mediating effect of work-family conflict between emotional intelligence and organizational citizenship behavior among nurses. a questionnaire survey was carried out to explore the relations among emotional intelligence, work-family conflict and organizational citizenship behavior. a 51-item questionnaire which consist of emotional intelligence, work-family conflict and organizational citizenship behavior parts was carried out to investigate the relations among these variables. Some basic socio-demographic questions were included. The study resulted emotional intelligence was significantly and negatively related to work-family conflict(r=-0.26, p ≤ 0.01) and significantly and positively related to organizational citizenship behavior(r=0.62, p ≤ 0.01). The negative relation between work-family conflict and organizational citizenship behavior was also significant(r=-0.27, p ≤ 0.01). it was found that work-family conflict is a partial mediator between emotional intelligence and organizational citizenship behavior. The other finding of the study was that emotional intelligence, work-family conflict and organizational citizenship behaviors and some of their dimensions are significantly related to each other.
۴.

Do the Emotionally More Intelligent Gain More from Metacognitive Writing Strategy Training?(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱, No. ۲, December ۲۰۱۲

کلیدواژه‌ها: Emotional Intelligence Bar-On's EQ-i CALLA (Cognitive Academic Language Learning Approach) metacognitive writing strategy training

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Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The researchers in the current study embarked on a probe into the impact of metacognitive strategy training on Iranian EFL learners' argumentative writing performance, in the light of individuals' emotional intelligence and gender differences. To this end, a total of 69 advanced EFL institute learners were selected as the participants of the research. The experimental group members were, then, treated through the application of O'Malley and Chamot's (1990) CALLA (Cognitive Academic Language Learning Approach) for metacognitive writing strategy training. Moreover, Bar-On's (1997a, 1997b) Emotional Quotient Inventory (EQ-i) was administered to learners to gain insight into their emotional intelligence status. The final analysis of data via running t-test and three-way ANOVA revealed significant differences between the performance of control and experimental groups. Additionally, while gender differences were found to produce significant writing performance differences, disparities in learners' emotional intelligence level didn't significantly affect the degree of gains resulting from metacognitive strategy training.
۵.

Unpeeling the Onion: On the Relationship among Iranian EFL Teachers’ Home-culture Attachment and Its Underlying Components with Their Emotional Intelligence(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۶, No. ۲, ۲۰۱۴

کلیدواژه‌ها: culture EFL Teachers Emotional Intelligence Home-Culture Attachment

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تعداد بازدید : ۵۵۱ تعداد دانلود : ۳۳۶
An understanding of language as ‘open, dynamic, constantly evolving and personal encompasses the rich complexities of communication (Shohamy, 2007, p.5). Knowing about the important role of culture as well as psychological aspects of language can give us a broader view of languageteaching and learning. In order to obtain a better understanding of different aspects of language teaching, the present study aims to investigate the possible relationship between Iranian EFL teachers’home-culture attachment and its underlying components, with their emotional intelligence. To this aim two questionnaires namely: Home culture Attachment/dependency and Bar-On EI test were distributed among 80 EFL teachers, both men and women who taught at different levels in state schools in Birjand, Kermanshah and Zabol. Data were analyzed using Pearson’s correlation coefficient and multiple regressions. Finally results of the study revealed no significant relationship between Iranian EFL teachers’ home culture attachment and its underlying components, with their emotional intelligence. The most important result of this study is bringing about awareness for EFL teachers, EFL syllabus designers, teacher educators and policy makers about the important factors in cultural attachment or detachment of Iranian EFL teachers that consequently affects their teaching and transfer of cultural values into their students.
۶.

EFL Teachers’ Emotional Intelligence, Emotional Support, and Their Classroom Leadership: A Structural Equation Modeling Approach

نویسنده:
منبع: Research in English Education Volume ۴, Issue ۳ (۲۰۱۹) 1-20

کلیدواژه‌ها: classroom leadership Emotional Intelligence emotional support EFL Teachers

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تعداد بازدید : ۵۱۷ تعداد دانلود : ۴۲۳
This study is aimed to investigate the relationship between teacher emotional intelligence, emotional support, and classroom leadership. To this end, three instruments consisting of emotional intelligence with three dimensions (appraisal and expression of emotion, the regulation of emotion, and the utilization of emotion), teacher emotional support scale with four dimensions (positive climate, negative climate, teacher sensitivity, and regards for student perspective), and teacher classroom leadership scale with seven dimensions (idealized influence, inspirational motivation, individual consideration, intellectual stimulation, contingent reward, active management, and passive management), were administered to 321 EFL Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated significant correlations among all three variables . Not only were all of the subscales correlated with their scales but also significant correlations were found among them and other scales and subscales of the study. Moreover, Structural Equation Modeling (SEM) approach was applied in order to confirm the hypothetical model. The following results obtained from SEM confirmed the hypothetical model (chi- squared=1/637, (p < .001), PGFI =0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981 (>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (< 0.05). The results showed that being aware of emotional skills and leadership behaviors, teachers and student teachers could better develop effective leadership skills in the class. The results of the present study have valuable implications for EFL teachers and other practitioners in the field.
۷.

Developing a Model of Identity Styles and Emotional Intelligence with the Mediating Role of Self-Concept(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۲, Issue ۷, Autumn ۲۰۱۹ 51 - 60

کلیدواژه‌ها: Emotional Intelligence High-school students Identity Styles self-concept

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تعداد بازدید : ۶۰۳ تعداد دانلود : ۳۴۳
The present study aimed to develop a model of identity styles based on emotional intelligence with the mediating role of self-concept. The statistical population of this study was 310 first and second-grade high school female students of Tehran in the academic year of 2018-2019. Standard questionnaires of Bar-On (1997) emotional intelligence, Berzonsky (1992) identity style, and Karami (2008) self-concept were used through structural equation modeling for analyzing data collected. The results showed that emotional intelligence had a positive relationship with normative identity, informational and commitment styles in high-school female students. On the other hand, it was found that self-concept has a positive relationship with commitment and informational identity styles and a negative relationship with diffuse identity style.Finally, regarding the mediating role of self-concept, the results showed that it mediated the relationship between emotional intelligence and commitment and informational identity styles positively, whereas negatively mediates the relationship between emotional intelligence and diffuse identity style. The results can be used to improve the social and individual status of students through the use of self-concept classes and workshops for students to enhance their level of critical thinking, as well as to change the attitude of families and society toward education on how to treat with their children.
۸.

Investigating the Relationship between Teaching Styles and Emotional Intelligence among Iranian English Instructors(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۸, No. ۱, June ۲۰۱۹ 225 - 248

کلیدواژه‌ها: teaching styles Emotional Intelligence English instructors EFL Iranian

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تعداد بازدید : ۳۴۵ تعداد دانلود : ۳۰۰
This study investigated the relationship between five teaching styles and emotional intelligence among 102 Iranian English instructors from different universities in Tehran, Iran. To this end, the data were obtained through two phases of quantitative and qualitative data collection. To achieve quantitative data, the participants were asked to fill in two questionnaires, including the Teaching Styles Inventory (version 3.0) and the Emotional Intelligence Scale. The second phase of data collection was performed through collecting qualitative data by conducting a semi-structured interview on 10 English instructors. To analyze quantitative data, multiple regression analyses were run. Likewise, the qualitative data was analyzed through data reduction process in order to realize the instructors’ attitudes toward the different aspects of teaching styles and to find out to what extent their attitudes were similar to one another. The results demonstrated that among various teaching styles, including expert, formal authority, personal model, facilitator, and delegator, merely the delegator style had statistically significant association with emotional intelligence. Furthermore, the relationship between personal model style and emotional intelligence was considerable, though not statistically significant. The findings and their implications are fully discussed.
۹.

Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۸, No. ۱, June ۲۰۱۹ 303 - 331

کلیدواژه‌ها: Emotional Intelligence Reflective teaching autonomy L2 learning

حوزه های تخصصی:
تعداد بازدید : ۷۴۰ تعداد دانلود : ۳۲۶
This study set out to provide empirical evidence on the relationship between EFL teachers' emotional intelligence, reflectivity, and autonomy, and their students' L2 performance. The participants of this study included 88 EFL teachers who taught English at different private English teaching institutes and their students (N = 1266). First, the teachers completed three validated questionnaires: Emotional Quotient Inventory (Bar-On, 1997), Teacher Reflectivity Questionnaire (Akbari, Behzadpour & Dadvand, 2010), and Teacher Work-Autonomy Scale (Friedman, 1999). Then, their learners’ scores on their final English proficiency exams were collected as indication of their L2 performance. The results of the study revealed that there was significant positive relationship between teachers' reflectivity, emotional intelligence and autonomy, on the one hand, and their students' L2 performance, on the other. The results of multiple regression analysis showed that from among the variables of this study, reflectivity was the stronger predictor of the learners' L2 performance. In addition, the findings indicated that EFL teachers' educational degree and gender significantly affect their levels of emotional intelligence and reflectivity. The findings of this study offer evidence to substantiate teachers’ emotional intelligence, reflectivity, and autonomy as important variables in L2 teaching and confirm their instructional nature.
۱۰.

Examination of the Relationship between Critical Thinking Disposition and English Learning Achievement as Mediated by Emotional Intelligence(مقاله علمی وزارت علوم)

نویسنده:
منبع: The International Journal of Humanities, Volume ۲۲, Issue ۴ (۲۰۱۵) 95-110
تعداد بازدید : ۱۹۲ تعداد دانلود : ۲۹۳
This study is intended to examine the relationship between critical thinking disposition and English learning achievement among Iranian high school third-grade EFL learners mediated by emotional intelligence. A sample of 264 students (145 males and 119 females) was assessed for their level of critical thinking disposition and emotional intelligence. Participant's scores on their final English test were also used as the measurement of their English achievement. The results revealed a positive correlation between total critical thinking dispositions (r=.506, p<.01) and its subscales i.e., engagement(r=.33), maturity(r=47), and innovativeness (r=44.6) with English learning achievement. The results also suggested that emotional intelligence acts as a mediator of the relationship between critical thinking disposition and English learning achievement.
۱۱.

Job Engagement of Iranian English Language Teachers: Examining the Role of Emotional Intelligence as a Personal Resource(مقاله علمی وزارت علوم)

نویسنده:
منبع: The International Journal of Humanities, Volume ۲۵, Issue ۴ (۲۰۱۸) 77-93
تعداد بازدید : ۲۱۶ تعداد دانلود : ۲۰۴
With the shift of research attention from human malfunctioning to human optimal functioning in the workplace, job engagement which is regarded the opposite of job burnout has attracted researchers’ attention in organizational psychology. This exploratory study aimed to investigate the predictive role of emotional intelligence (EI) as a personal resource in determining levels of job engagement among Iranian English language teachers within job demands-resources model (JD-R). To this end, 442 English language teachers who were teaching in both public and private contexts were selected through non-probability convenience sampling and were surveyed regarding their demographic information, the perception of their levels of job engagement and emotional intelligence through a demographic questionnaire, the Utrecht Work Engagement Scale (UWES), and emotional intelligence scale. The results of hierarchical multiple regression analyses revealed that after controlling for the effect of demographic variables, there were significant positive predicting relationships between two emotional intelligence subscales of management of own emotions (MOE) and management of others’ emotions (MTE) and job engagement components of vigor, dedication, and absorption. The results imply that training teachers to improve their emotional intelligence can be a strategy to boost their job engagement.
۱۲.

Predictors of Iranian EFL Teachers’ Beliefs about Language Learning / Teaching: Critical Thinking, Reflectivity and Emotional Intelligence in Focus(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۲, Issue ۸, Winter ۲۰۲۰ 55 - 71

کلیدواژه‌ها: Critical thinking Emotional Intelligence Reflectivity Teachers’ beliefs

حوزه های تخصصی:
تعداد بازدید : ۲۵۷ تعداد دانلود : ۱۹۹
This study examined the relationship between EFL teachers’ emotional intelligence, critical thinking, and reflectivity and their language learning as well as teaching beliefs. It investigated how well each of the variables can predict EFL teachers’ language learning beliefs and its respective levels. Accordingly, four questionnaires were given to 130 EFL teachers, and the elicited data were analyzed via correlational and multiple/multivariate regression analyses. Results revealed that 18% of teachers’ beliefs was significantly explained by the triplex unity. Critical thinking and emotional intelligence had significant contributions of 25% and 19%, respectively. The collective contributions of the three variables were only significant to three of the five dependent levels, i.e. 8% to language nature, 17% to motivation and expectation, and 22% to learning and communication. Accordingly, some pedagogical implications were elucidated.
۱۳.

Induction of Emotions from TOEFL iBT Reading Tests as a Construct-irrelevant Factor and its Interference with Emotional Intelligence

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۳۲, Autumn ۲۰۲۰ 93-10

کلیدواژه‌ها: Emotional Intelligence Appraisal Cognition Emotion TOEFL iBT reading tests

حوزه های تخصصی:
تعداد بازدید : ۲۴۸ تعداد دانلود : ۳۱۷
Cognitive appraisal of individuals directs to the creation of an emotional response, which is related to emotional intelligence. The present study shows the presence of induced emotions as an unrelated factor on the construct of a TOEFL iBT reading test which can interplay with emotional intelligence for regulating the induced emotions towards reading passages. The present participants were 393 Iranian EFL TOEFL iBT candidates. The present researchers detected induced emotions based on PANAS before and after reading the three selected passages of a TOEFL iBT reading section. Also, emotional intelligence was detected by Schutte Self-Report Emotional Intelligence Test after reading the selected passages. Our results confirmed this hypothesis statistically by reporting that induced emotion from the passages of the selected TOEFL iBT test has a significant effect on emotional intelligence. This study found that if test developers provide a condition for test-takers to activate their emotional intelligence, they might control the induced emotion as the construct-irrelevant variable during reading.
۱۴.

Relationship between Iranian EFL Learners’ Reading Strategy Use and Emotional Intelligence

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۳, Issue ۹, Spring ۲۰۱۵ 36 - 43

کلیدواژه‌ها: Emotion Intelligence Emotional Intelligence reading strategy use meta-cognitive cognitive

حوزه های تخصصی:
تعداد بازدید : ۳۲۸ تعداد دانلود : ۱۸۵
This study aimed at investigating the relationship between Iranian EFL learners’ reading strategy use and Emotional Intelligence (EI) as well as exploring the most frequently-used reading strategies which can facilitate the process of reading comprehension. To this end, a group of 60 was selected out of 274 university learners majoring in TEFL and English Translation. Based on English Proficiency Test and Bar-On’s (1997) EI Test, they were divided into two groups (high and low EI). Then, the needed data were gathered by employing a Reading Strategy Questionnaire. The collected data were analyzed via SPSS software, version 22. The results of the study revealed that EI level was positively associated with Reading Strategy Use (r=0.623, p<0.01). Also, the results of independent samples t-test were indicative of the fact that the degree of usage of meta-cognitive and cognitive strategies by the high EI group was greater than that of the low EI group, while with respect to the test-taking strategies, this degree of usage was weaker in the former than in the latter. In addition, cognitive strategy, as the most frequent one, was observed to be a facilitative strategy for reading comprehension. It was, therefore, concluded that the importance of reading strategies should be taken into account in improving the reading skill and other areas of language learning and teaching. The findings of the can be helpful for material development, testing and teaching methodologies.
۱۵.

The Role of Literature-Based Activities and Emotional Intelligence in WhatsApp Assisted Writing of Iranian Engineering Students(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۶, Fall & Winter ۲۰۲۰ 59 - 84

کلیدواژه‌ها: Literature-based activities WhatsApp assisted writing Emotional Intelligence Accuracy Complexity lexical diversity

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تعداد بازدید : ۳۱۲ تعداد دانلود : ۲۲۸
The aim of this study was fourfold: (1) to investigate the effect of literature-based activities on the accuracy of Iranian Engineering students’ writing (2) to examine the effect of literature-based activities on the accuracy of their WhatsApp assisted writing (3) to determine whether their emotional intelligence (EI) increases through literature-based activities in a WhatsApp assisted setting and (4) to survey the effect of literature-based activities and the produced emotional intelligence on the complexity and lexical diversity of students’ WhatsApp assisted writing. In phase I, as students went through literature-based activities, no significant differences of accuracy were found; despite the fact that the mean difference and standard deviation scores were indicative of effective treatment, literature-based activities. In phase II, the results obtained from the analytic procedures of literature-based activities on the accuracy of students’ WhatsApp assisted writing showed that the experimental group showed higher accuracy of writing. In phase III, the result of emotional intelligence improvement was more remarkable in the WhatsApp assisted writing. Additionally, the WhatsApp assisted written productions were significantly more diverse in using lexis, t-units and clauses but not other parameters of complexity. The results have some implications for teachers and researchers in the ESP setting. 
۱۶.

The Impact of Task-based Instruction on the Enhancement of Iranian Intermediate EFL Learners’ Speaking Skill and Emotional Intelligence(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۷ , N. ۲ , ۲۰۱۸ 195 - 214

کلیدواژه‌ها: Speaking Skill task-based instruction Emotional Intelligence Communicative Approaches

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تعداد بازدید : ۳۶۴ تعداد دانلود : ۲۸۵
This study tried to investigate the impact of task-based instruction (TBI) on the enhancement of Iranian EFL learners’ speaking skill. The study also tried to scrutinize the impact of TBI on learners’ emotional intelligence. To meet these ends, 60 students were randomly divided into two groups, the experimental group and the control group. At the very first session of the term, two speaking examinations were conducted for both experimental and control group. After the speaking examinations, the participants were asked to answer Bar-On’s emotional intelligence questionnaire. The experimental group was instructed through task-based approach and the control group received instruction through present-practice-produce (PPP) approach. The scores obtained by two raters from the interview post-tests were analyzed through non-parametric tests, and the data obtained from EQ questionnaires were analyzed through t-tests. Results of the statistical analysis revealed that the experimental group performed significantly better on the speaking post-test than the control group. Furthermore, the findings also indicated that the learners in the experimental group became more emotionally intelligent than those in the control group.
۱۷.

The Effect of EQ and Gender on Oral Cloze Performance of Simultaneous Interpreting Students(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۸ , N. ۲ , ۲۰۱۹ 165 - 186

کلیدواژه‌ها: Simultaneous Interpreting Oral Cloze Performance Emotional Intelligence Gender

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تعداد بازدید : ۳۷۶ تعداد دانلود : ۱۷۱
This research sought to investigate the relationship between simultaneous interpreters’ oral cloze performance, their emotional intelligence, and gender. In other words, the study tried to predict the variability in performance on simultaneous interpreting (SI) oral cloze test based on the variability in gender, emotional quotient (EQ) and its subscales. To this end, a number of seventy participants majoring in English Translation attending the course Oral Interpretation were selected. The Emotional Quotient Inventory (Bar-On, 1997) questionnaire was given to participants to gather the data. The students were also asked to take an oral cloze exam. The results of the study showed that no significant relationship was found between total EQ and oral cloze performance. However, two of the subscales of EQ, i.e. Flexibility and Stress Tolerance were found to be positive predictors of SI oral cloze score together. The results of the study indicated that the mere acquisition of oral cloze skill as one of the skills required for simultaneous interpreting, cannot guarantee students’ achievement in interpreting. Rather the consideration of personality traits can have a facilitative effect. Moreover, with regard to gender no association was found between student interpreters’ performance and their gender.
۱۸.

Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۱ , ۲۰۲۱ 33 - 50

کلیدواژه‌ها: Emotional Intelligence personality traits risk factors Self-Efficacy Teacher burnout

حوزه های تخصصی:
تعداد بازدید : ۵۴۹ تعداد دانلود : ۲۰۷
This study represents an investigation into the interplay of the English as a Foreign Language (EFL) teacher burnout and such teacher-related variables as emotional intelligence, personality traits, teaching experience, self-efficacy, school type, gender, academic degree and age. This is a research report of a study on 124 secondary school EFL teachers with BA, MA, and PHD academic degrees. Findings of correlation and sequential multiple regression analyses suggest that EFL teacher burnout is likely to result from several factors with emotional intelligence being by far the strongest predictor of them. It was also found that emotional intelligence and self-efficacy have a negative moderate correlation with teacher burnout. Strong correlations were also found between emotional intelligence and self-efficacy, age and self-efficacy, and age and experience. No significant relationship was found between burnout and age, experience or personality. Some critical points are raised for the education system in Iran and practical implications are suggested.
۱۹.

The relationship between emotional intelligence, attachment styles and optimism with Martials satisfaction(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian journal of educational sociology, Vol ۱, Number ۲ (۲۰۱۷) 50-58

کلیدواژه‌ها: Emotional Intelligence attachment styles Optimism mental health Satisfaction

حوزه های تخصصی:
تعداد بازدید : ۳۱۵ تعداد دانلود : ۲۵۶
Purpose: The aim of the present study was to investigate the relationship between emotional intelligence, attachment styles and optimism with mental health and marital satisfaction of couples who refer to Andimeshk counselling centers in the period of 3 months. Material & Method: 15o volunteer couples who were selected by applying multi cluster sampling method. Measurement tools include Emotional intelligence scale (Wang and Lu, 2002) Adult attachment scale (Collins and Reid, 1990) Optimism inventory of couples (Rajabi, 2002) Goldberg’s general health questionnaire (1989) and marital satisfaction scale (sanaee, 2001) were applied to measure variables. Findings: The data analysis was performed by Pearson correlation coefficient and step by step regression. Results showed that there was a significant positive correlation between emotional intelligence, Adult attachment scale, Optimism, general and marital satisfaction. results of regression analysis show that emotional intelligence, Adult attachment scale, Optimism, general health can predict marital satisfaction significantly Discussion: finding reveals for finding marital satisfaction couples should be able to emotionally
۲۰.

Relationship between the Emotional Intelligence with the Job Burnout and Happiness of the High School Principals in Zahedan City(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian journal of educational sociology, Vol ۱, Number ۴ (۲۰۱۷) 155-163

کلیدواژه‌ها: Emotional Intelligence Job Burnout happiness

حوزه های تخصصی:
تعداد بازدید : ۱۶۱ تعداد دانلود : ۱۶۷
Purpose: The purpose of this study was to investigate the relationship between the job intelligence, job burnout and happiness among the high school principals in Zahedan City, district 1. Methodology: The research method is descriptive-correlational and the statistical population of this study is all the principals of district 1 high schools who worked in the academic year 2012-2013. The sample size was also equal to the population size (100 ones). To collect the data, Schering's Emotional Intelligence Questionnaire, Maslow Job Burnout Questionnaire and Oxford Happiness Questionnaire were used. One-sample t-test, Pearson correlation coefficient and stepwise multivariate regression were used for data analysis. Findings: It was concluded that there was a significant negative relationship between the emotional intelligence and job burnout, and there is a significant positive relationship between emotional intelligence and happiness. There is a significant negative relationship between all components of emotional intelligence of principals with their burnout. Among all components of emotional intelligence, two components of self-control and social skills had a significant positive relationship with the happiness of school principals. Among the components of emotional intelligence, the components of social consciousness and social skills can predict the job burnout of school principals. Also, among the components of emotional intelligence, social skills, self-awareness, self-control and self-motivating, can predict the happiness of school principals. Conclusion: The mean scores of all three emotional, happiness and burnout variables were less than the hypothetical mean among the principals.