الفهرس يوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Summary
Introduction:
There are several kinds of intelligence that have the same importance of traditional intelligence that is measured by Intelligence Quotient; as it became common that non-cognitive factors play a role in helping people in life and work, and this role is the one on which the concept of Emotional Intelligence is based. Salovey and Mayer introduced this concept in 1990 and characterized it as a form of social intelligence, and it includes: the ability to monitor the feelings and emotions of oneself and others, recognizing these feelings, and using these pieces of information in guiding one’s thinking and actions.
Emotional Intelligence has been characterized as a non-academic intelligence, a non-cognitive intelligence, and a non-intellectual intelligence. There are three meanings of emotional intelligence; emotional intelligence as a zeitgeist, emotional intelligence as some personality traits important for success in life, and emotional intelligence as a set of mental abilities related to emotional information processing.
Some researchers use the concept of emotional intelligence to refer to a large group of attributes or abilities extracted from some personality aspects, and some perceive it as a general concept that includes a broad set of abilities that affect one’s ability to cope with different conditions effectively.
Some studies regard the emotional system as a complex system that identifies the basic features of personality early. These studies note that the number of nerves directed to logical areas from the brain exceeds the number of those going in the opposite direction; hence, emotions have an effect on behavior that exceeds that of logical processes.
Emotional intelligence is a set of abilities related in a special way to perceiving and using emotions. This concept has attracted the attention of several writers to the extent that they characterized it as it tends more to personality traits than to mental abilities. The Five-Factor Model of personality is the most related to emotional intelligence among other classifications of personality traits. This model is also called “The Big Five”, and it includes: Neuroticism, Extraversion, Openness to Experience, Agreeableness, Conscientiousness, and each factor of these include sub-traits.
Emotional intelligence is related to low neuroticism, and high extraversion, openness to experience, agreeableness, and conscientiousness as mixed models of emotional intelligence include positive poles of each of these five factors. Some researches have found that neuroticism, extraversion, and openness to experience decrease at the end of adolescence and the age of thirty, and at the same time the decrease of neuroticism and the increase of agreeableness, and conscientiousness give the impression that emotional intelligence increases with age. On the other hand, the decrease of extraversion and openness to experience with age gives the impression that emotional intelligence decreases also with age. Also, adults are better than adolescents in personality traits, and this proves that there is growth and development of these traits.
The specific situation of emotional intelligence as a concept that lies between personality and cognition can be represented through one of the five basic factors of personality; openness to experience, as many of the features of emotional intelligence is related to openness to experience. The most important aspect of openness to experience is openness to feelings and evaluating emotions as an important part of life. Hence, instead of arguing about whether emotional intelligence is an ability or a trait, it is better to say that handling the emotional experience includes specific abilities and special traits of personality.
Hence, the variance of the dimensions of emotional intelligence and the close relationship between emotional intelligence and personality traits are shown, as personality traits are considered to be an advantage of emotionally intelligent people. Hence, the recent researcher will study the two variables; emotional intelligence and personality traits, trying to find out the factors comprising emotional intelligence and their relationships with some personality traits among university students, trying also to find out the variation of emotional intelligence according to grade (1st – 2nd), gender (male – female), and specification (scientific – literary).
Research Aims:
The recent research aims to:
1- Finding out the factors of emotional intelligence and the nature of the relationship between emotional intelligence and personality traits among university students.
2- Knowing the extent to which emotional intelligence differs according to gender, specification, and grade.
3- Preparing a measure for measuring emotional intelligence among university students based on the result of factor analysis of previous measures; hence extracting specific factors for the recent measure.
4- Preparing a measure for measuring the Big Five factors of personality and the facets comprising each factor among university students.
Research Problem:
Research problem can be identified in the following questions:
1- Is there a significant effect of sex, grade and academic specification and the dual and triple reactions among them on emotional intelligence and its components among Zagazig university students?
2- Are there statistically significant relationships between emotional intelligence and its components and the big five factors among males, females, 1st grade, 4th grade, scientific specifications, and literary specifications?
Research Hypotheses:
According to what have been discussed before in the theoretical frame and previous researches, the researcher presents the following two hypotheses:
1- There is a significant effect of sex, grade and academic specification and the dual and triple reactions among them on emotional intelligence and its components among Zagazig university students.
2- There statistically significant relationships between emotional intelligence and its components and the big five factors among males, females, 1st grade, 4th grade, scientific specifications, and literary specifications.
Limitations:
This research and its results are limited by the sample, the instruments, and the statistical methods that have been used in it.
Sample:
The researcher has applied research instruments – after standardization–on the research final sample that consists of 1047 students from the first and fourth grades, scientific and literary specifications in the faculties of Education, Specific Education, Arts, Agriculture, Science, Nursing, and Engineering from different departments in Zagazig University.
Research Instruments:
1- Emotional Intelligence Scale:
(Prepared by the researcher).
2- Big Five Factors of Personality Scale:
(Prepared by the researcher).
Research Results:
The First Hypothesis:
The first hypothesis was proven partially as analysis of variance (2×2×2) resulted in:
- There is a statistically significant effect of sex on student’s scores on total emotional intelligence and all its components (motivation, social skills, empathy, emotional awareness, and emotional control).
- There is a statistically significant effect of academic specification on student’s scores on total emotional intelligence and social skills, emotional awareness, and emotional control.
- There is not a statistically significant effect of academic specification on student’s scores on motivation, and empathy.
- There is a statistically significant effect of grade on student’s scores on total emotional intelligence and motivation, social skills, and emotional control.
- There is not a statistically significant effect of grade on student’s scores on empathy, and emotional awareness.
- There is not a statistically significant effect of the dual interaction between sex and academic specification on student’s scores on total emotional intelligence, motivation and social skills.
- There is a statistically significant effect of the dual interaction between sex and academic specification on student’s scores on empathy, emotional awareness, and emotional control.
- There is not a statistically significant effect of the dual interaction between sex and grade on student’s scores on total emotional intelligence, social skills, and emotional awareness.
- There is a statistically significant effect of the dual interaction between sex and grade on student’s scores on motivation, empathy, and emotional control.
- There is a statistically significant effect of the dual interaction between academic specification and grade on student’s scores on total emotional intelligence, and empathy.
- There is a statistically significant effect of the dual interaction between academic specification and grade on student’s scores on motivation, social skills, emotional awareness, and emotional control.
- There is not a statistically significant effect of the triple interaction between sex, grade and academic specification on student’s scores on total emotional intelligence, motivation, emotional awareness and emotional control.
- There is a statistically significant effect of the triple interaction between sex, grade and academic specification on student’s scores on social skills and empathy.
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The Second Hypothesis:
The first hypothesis was proven partially as path analysis resulted in:
- There is a statistically significant effect of motivation, social skills, empathy, emotional awareness, and emotional control on the total score of emotional intelligence among all groups (1st grade, 4th grade, scientific specifications, literary specifications, males, and females.
- There is a statistically significant effect of conscientiousness on motivation among 1st grade, scientific specifications, and males.
- There is a statistically significant effect of conscientiousness and extraversion on motivation among 4th grade, and literary specifications.
- There is a statistically significant negative effect of emotional awareness, and a statistically significant positive effect of total emotional intelligence and conscientiousness on motivation among females.
- There is a statistically significant effect of total emotional intelligence and openness to experience on social skills among 1st grade, and males.
- There is a statistically significant effect of empathy and extraversion on social skills among 4th grade students.
- There is a statistically significant effect of openness to experience on social skills among scientific specifications.
- There is a statistically significant effect of extraversion on social skills among females.
- There is a statistically significant negative effect of emotional control, and a statistically significant positive effect of total emotional intelligence and agreeableness on empathy among 1st year students.
- There is a statistically significant positive effect of emotional awareness, agreeableness, and conscientiousness on empathy among 4th year students.
- There is a statistically significant positive effect of agreeableness on empathy among scientific specifications and females.
- There is a statistically significant negative effect of emotional control, and a statistically significant positive effect of agreeableness on empathy among literary specifications students.
- There is a statistically significant positive effect of total emotional intelligence and agreeableness on empathy among males.
- There is a statistically significant positive effect of agreeableness and openness to experience on emotional awareness among 1st year and 4th year students, literary specifications students, and females.
- There is a statistically significant positive effect of emotional control, agreeableness and openness to experience on emotional awareness among scientific specifications students.
- There is a statistically significant positive effect of total emotional intelligence and openness to experience on emotional awareness among males.
- There is a statistically significant negative effect of agreeableness, and a statistically significant positive effect of conscientiousness on emotional control among 1st year students.
- There is a statistically significant positive effect of total emotional intelligence and conscientiousness, and a statistically significant negative effect of neuroticism on emotional control among 4th year students.
- There is a statistically significant positive effect of conscientiousness on emotional control among scientific specifications students, males, and females.
- There is a statistically significant positive effect of total emotional intelligence and conscientiousness on emotional control among literary specifications students.