دانلود مقاله ISI انگلیسی شماره 73592
عنوان فارسی مقاله

سبکهای مقابله ای واسطه رابطه بین هوش هیجانی (EI) و پیشرفت تحصیلی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
73592 2011 11 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Coping mediates the relationship between emotional intelligence (EI) and academic achievement
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Contemporary Educational Psychology, Volume 36, Issue 1, January 2011, Pages 60–70

کلمات کلیدی
هوش هیجانی؛ پیشرفت تحصیلی؛ سبکهای مقابلهای؛ آزمون هوش هیجانی مایر سالوی کاروسو ؛ آزمون موقعیتی مدیریت عاطفی
پیش نمایش مقاله
پیش نمایش مقاله سبکهای مقابله ای واسطه رابطه بین هوش هیجانی (EI) و پیشرفت تحصیلی

چکیده انگلیسی

Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade point average (GPA) for Emotion Perception, Emotion Facilitation of Thought and Emotion Management (but not for Emotional Understanding). Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA. Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping.

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