Emotional Self-Awareness

Purpose: The aim of this study was to develop a program for teaching philosophy in a narrative manner and to evaluate its effectiveness on moral intelligence, epistemological beliefs and emotional self-awareness in adolescents. Methodology: The method of quasi-experimental research was pre-test-post-test design with control and follow-up group, also in terms of exploratory data type. The statistical population in the qualitative section consisted of 15 specialists in educational sciences and philosophy who were selected by purposive sampling method. Also, the statistical population in the quantitative part included 30 students in 2019 who were tested in two groups of 15 using stepwise cluster sampling. The experimental group underwent 8 sessions of 90-minute philosophy training in a narrative manner. The data collection tool was exploratory in the qualitative part of semi-structured individual interviews. In the quantitative part, Lenick and Kiel (2011) Moral Intelligence Questionnaire, Biles (2009) and Grant et al. (2002) Emotional Self-Awareness Questionnaire were used. Qualitative data analysis was used for content analysis and in quantitative part for confirmatory factor analysis, analysis of variance with repeated measures was used. Findings: The findings showed that among the components of teaching philosophy in a narrative way were responsibility, forgiveness, honesty, courageous behavior, moral values and communication skills. The results also showed that teaching philosophy in a narrative way is effective on moral intelligence, epistemological beliefs and emotional self-awareness of adolescents. Conclusion: Therefore, paying attention to the mentioned variables in prevention and designing more appropriate treatments will help researchers and therapists in the field of adolescents.

Objective The aim of this study was to investigate the role of emotional self-awareness, cognitive emotion regulation, and social adequacy in predicting marital satisfaction. Methods  The method of this research was descriptive-correlational. The statistical population of this study included teachers of Kalibar city, whose number was 1000 and from this number, according to Cochran's formula, 275 statistical samples were selected by stratified random sampling method. Data collection tools was Marital Satisfaction Questionnaire, Emotional Self-Awareness Questionnaire, Cognitive Emotion Regulation Questionnaire, Social Satisfaction Questionnaire. The method used in this study was to test the main hypothesis of multiple regression.   Results The results showed that a total of two independent variables of emotional self-awareness and social adequacy remained in the formation of regression and the net determination coefficient was R = 0.36 and this coefficient indicated that about 0.36 of the variance of marital satisfaction by independent variables in The figure is explained. In general, the results showed that there is a significant relationship between emotional self-awareness and cognitive emotion regulation and social adequacy with marital satisfaction (Sig = 0.000). Conclusion  The results of the present study can be used in premarital education as well as in interventions related to family and couples.

The present study was conducted with the aim of investigating the mediating role of emotional self-awareness in the relationship between moral identity and self-defeating behavior and cognition. This research was descriptive-correlation based on structural equation modeling. 200 female students of the first secondary school in the villages of Roudbane city in the academic year 2022-2023 were selected using convenience sampling method and the research tools included the moral identity questionnaire (MIQ), self-defeating behaviors & cognitions scale (SDBCS) and self-awareness outcomes questionnaire (SAOQ). Data analysis was done using Pearson correlation and structural equations. The obtained findings showed that moral identity and emotional self-awareness have a direct effect on self-defeating behavior and cognition (p>0.001). Also, moral identity had an indirect effect on self-defeating behavior and cognition with the mediating role of emotional self-awareness (p>0.001). According to the results of the present research, more attention should be paid to the role of moral identity and emotional self-awareness in reducing students' self-defeating behaviors and cognitions.