الفهرس 
الفصل الأول مدخل الى للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 219 |  |  |
| | | from | 219 | | |
المستخلص
The results of some studies explained that emotional intelligence skills are considered as an important factor in helping pupils to achieve the academic success and in reducing the level of some behavioral problems, so the common sense nowadays in improving the learning process is to create the suitable emotional and psychological environment at schools so that pupils can learn in a good and safe atmosphere. And this will happen only if we teach them the emotional and social skills at the same order of the traditional topics so that will help them in solving their problems and provide them with the positive attitude towards learning. Giving advice only or holding a general meeting for the pupils of the school is not enough in teaching them the skills of the emotional intelligence, this topic should be taught together with the daily school curriculums which will help pupils improve their skills and succeed in school and life. So the need towards designing programmes in improving the emotional intelligence is much bigger than before.
The problem of the thesis:
The problem of the study includes building a visual programme ” by the use of the computer” for children in the emotional intelligence according to the cognitive model that was suggested by Mayor & Salovy and to prove its effects in improving emotional intelligence skills, constructive thinking skills and visualization. This study tries to answer the following questions:
1) Questions related to the emotional intelligence:
a) Are there any differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the emotional intelligence scale after applying the training programme.
b) Are there any differences between the average of experimental group pupils’ degrees before and after applying the training programme on the emotional intelligence scale.
2) Questions related to the visualization.
a) Are there any differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the visualization scale after applying the training programme.
b) Are there any differences between the average of experimental group pupils’ degrees before and after applying the training programme on the visualization scale.
3) Questions related to the constructive thinking.
a) Are there any differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the Constructive Thinking Inventory ( CTI) after applying the training programme.
b) Are there any differences between the average of experimental group pupils’ degrees before and after applying the training programme on the Constructive Thinking Inventory ( CTI).
The aim of the thesis:
This thesis aimed to evaluate how effective is a Visual Training Programme of the Emotional Intelligence and to measure its impact on visualization and constructive thinking skills, so it aimed to:
1) Improving emotional intelligence in its four dimensions for grade 5 pupils through the programme of the study.
2) Detecting the impact of the visual; training programme of the emotional intelligence ” by the use of the computer” in improving the visualization of grade 6 pupils in the kingdom of Bahrain.
3) Detecting the impact of the visual; training programme of the emotional intelligence ” by the use of the computer” in improving the constructive thinking skills of grade 6 pupils in the kingdom of Bahrain.
The importance of the thesis:
This thesis is considered important as it tries to design a visual training programme according to the cognitive model and from the vital role of such programmes in improving the emotional intelligence in the field of guidance, treatment and psychological counseling as the Arabic educational establishments miss such programmes that improve the emotional skills of the pupils.
Also the tools of this thesis ((The Visual Emotional Intelligence Programme, The Visual Emotional Intelligence Scale, The Visualization Scale and The Constructive Thinking Inventory ”CTI”)) add enrichment to the Arabic libraries.
The hypotheses of the thesis:
1) The emotional intelligence results:
a. There are statistically significant differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the emotional intelligence scale after applying the training programme in favour of the experimental group pupils’ degrees.
b. There are statistically significant differences between the average of experimental group pupils’ degrees in their pre-test and after-test degrees in the level of the emotional intelligence after applying the training programme in favour of the after-test scale.
2) The visualization results:
a. There are statistically significant differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the visualization scale after applying the training programme in favour of the experimental group pupils’ degrees.
b. There are statistically significant differences between the average of experimental group pupils’ degrees in their pre-test and after-test degrees in the level of the visualization after applying the training programme in favour of the after-test scale.
3) The constructive thinking results:
a. There are statistically significant differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the Constructive Thinking Inventory ( CTI) after applying the training programme in favour of the experimental group pupils’ degrees.
b. There are statistically significant differences between the average of experimental group pupils’ degrees in their pre-test and after-test degrees in the level of the constructive thinking skills after applying the training programme in favour of the after-test scale.
The thesis approach:
This thesis adopted the experimental approach to answer the hypotheses of the thesis. The sample was divided into two groups: the experimental group and the controlled group. The comparison between these two groups was done according to pre-test and after-test measurements. The experimental design aimed to find out the impact of the visual training programme in improving the emotional intelligence and in raising the level of visualization and the constructive thinking skills for the sample of the study.
The sample of the study:
The sample of the study consisted of two classes from Busaiteen Primary Boys School. One them was chosen to represent the controlled group and it was consisted of 30 pupils, while the other class represented the experimental group and it was consisted of 28 pupils.
The tools of the study:
1) The Visual Emotional Intelligence Programme. (designed by the researcher).
2) The Visual Emotional Intelligence Scale. . (designed by the researcher).
3) The Visualization Scale. . (designed by the researcher).
4) The Constructive Thinking Inventory ( CTI). . (designed by the researcher).
The thesis steps:
The following steps were followed in applying the thesis:
- Before applying the current thesis, the researcher made a reconnaissance study on a sample of grade 6 pupils ( a total of 28 pupils) similar in their characteristics to the sample of the current thesis. from this study some elements of the training programme and the tools were tested out as the following:
- Some situations of the used training programme were applied for the purpose of testing out the clarity of the programme for pupils, how they interact with it and whether the used situations are suitable for the level of the pupils.
- The researcher applied the reconnaissance study with all its steps by himself and corrected the visual emotional intelligence test, the visualization scale and the constructive thinking inventory.
- The sample of the study was chosen as males not females, because the males have less emotional intelligence levels than the females.
- Checking out the psychometric properties of the thesis tools. (validity and reliability).
- Meeting the members of the experimental and controlled groups and applying the pre-test ( Visualization Scale) at the first day, then meeting them at the second day and applying the pre-test (Constructive Thinking), and on the third day meeting them again and applying the pre-test ( Visual Emotional Intelligence). All that was done during the last two weeks of December 2008.
- The suitable timing was chosen to apply the training programme for the experimental group. It was three days a week and sometimes four days according to the school administration. The duration of the meeting was 50 minutes ( for a whole period a day) and it was done from January 2009 until March 2009.
- The training programme was divided into (20) meetings, the duration of each one is (50) minutes that covered the training programme of the thesis. Also there were additional meetings that were devoted to answering written exercises and others for evaluating the programme.
- Meeting the members of the experimental and controlled groups and applying the after-test ( Visual Emotional Intelligence) at the first day, then meeting them at the second day and applying the after-test (Constructive Thinking), and on the third day meeting them again and applying the after-test ( Visualization). All that was done after applying the training programme on the members of the experimental group.
The thesis keywords (concepts):
1) The Emotional Intelligence: This thesis adopted the following definition:
”Emotional intelligence is the ability of the child to recognize his emotions and others’ emotions through facial expressions, to understand and share others’ emotions ” sympathy”, his ability to make use of his emotions to improve thinking, his ability to recognize the same emotion in the different situations, his recognition to the shift between the emotions and his ability to manage his emotions and others’ emotions.
2) Constructive Thinking: This thesis adopted Epstein’s definition (1998):
The ability of the person to think in a way that solves his daily problems with minimum level of tension OR
The level of the automatic thinking in which it is considered as a helper in solving the daily life problems with minimum level of tension.
3) Visualization: This thesis adopted the following definition:
A mental activity similar to the conscious sensory experience and with a visual property combined with recalling memory for non-verbal representation for the events, things, places and people from the past in the absence of the sensory stimulations.
4) The visual training programme: A collection of activities, situations and tasks that are designed by the researcher and that includes 14 training sessions including the four emotional intelligence abilities for Mayor & Salovy which are: ” recognizing the emotions, evaluating and expressing them, using the emotion to facilitate the thinking, understanding emotions and managing emotions”.
The statistical methods:
• The arithmetic average, the mediator, the standard deviation and skew
• ”T” Test.
• Eta Square.
• Correlation coefficient.
• Factor analysis by the basic components.
The results of the study:
1. The hypotheses related to the emotional intelligence:
a. This hypothesis was proved to be right:
”There are statistically significant differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the emotional intelligence scale after applying the training programme in favour of the experimental group pupils’ degrees.”
b. This hypothesis was proved to be right:
”There are statistically significant differences between the average of experimental group pupils’ degrees in their pre-test and after-test degrees in the level of the emotional intelligence after applying the training programme in favour of the after-test scale.”
2. The hypotheses related to the visualization:
a. This hypothesis was proved to be right:
” There are statistically significant differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the visualization scale after applying the training programme in favour of the experimental group pupils’ degrees.”
b. This hypothesis was proved to be right:
” There are statistically significant differences between the average of experimental group pupils’ degrees in their pre-test and after-test degrees in the level of the visualization after applying the training programme in favour of the after-test scale.”
3. The hypotheses related to the constructive thinking:
a. This hypothesis was proved to be right:
” There are statistically significant differences between the average of experimental group pupils’ degrees and the average of controlled group pupils’ degrees on the Constructive Thinking Inventory ( CTI) after applying the training programme in favour of the experimental group pupils’ degrees.”
b. This hypothesis was proved to be right:
” There are statistically significant differences between the average of experimental group pupils’ degrees in their pre-test and after-test degrees in the level of the constructive thinking skills after applying the training programme in favour of the after-test scale.”