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Background: A review of research history shows that there is a relationship between emotional intelligence and social skills. But few studies have investigated the relationship between parents' emotional intelligence and children's social skills in childhood. Also, there is a research gap in the field of examining the mediation role of parent-child relationship in this relationship. Aims: The present study was conducted with the aim of investigating the mediator role of parent-child relationship in the relationship between parent's emotional intelligence and child's social skills. Methods: The present study was descriptive and of correlation and structural equations. The statistical population was all preschool children of Bojnord city in 2022; 210, children with cluster sampling method were selected as statistical sample.The data were collected using Children's Social Skills Questionnaire (Matson,1983), Emotional Intelligence (Schering, 1996) and Parent-Child Relationship (Pianta, 1994). The suitability of the proposed model was done using structural equation modeling and AMOS software. Results: The results showed that the fit indices of the proposed model are acceptable. The assessment of mediating relationships using the bootstrap method showed that parent's emotional intelligence through the parent-child relationship has an indirect and significant positive effect on the child's social skills (p= 0.000, β= 0.43). However, the direct effect of parents' emotional intelligence on children's social skills was insignificant in the presence of the mediator variable (p= 0.532, β= 0.07). Therefore, the mediating relationship resulting from the current study model was full mediating or purely indirect mediating. Conclusion: According to these results, the parent's emotional intelligence can lead to the increase of children's social skills through improving the child's parent relationship. Also, improving the communication style of parents with children and reducing conflicts in the relationship can contribute to improving children's social skills. [ABSTRACT FROM AUTHOR]

Background and Aims: Emotional intelligence helps dental students better manage stress and establish effective communication with patients, while self-efficacy strengthens their confidence in performing clinical tasks and acquiring professional skills. The connection between these two factors leads to improved academic and professional performance. The aim of this study was to examine the relationship between the emotional intelligence, self-efficacy, and academic success among dental students. Materials and Methods: This cross-sectional study included 55 dental students from Shahid Beheshti University of Medical Sciences - Iran, selected by convenient sampling. To measure academic selfefficacy beliefs, the Sherer questionnaire was used, which consisted of 17 questions with a theoretical score range of 17-85. To measure emotional intelligence, the Bar-On questionnaire was used, consisting of 90 questions with a theoretical score range of 90-450. Academic achievement was assessed using the students' grade point average (GPA). Additionally, gender, living at home or in a dormitory, and parental education levels were considered as background variables. The data were analyzed using descriptive statistics, t-tests, and Pearson correlation coefficient. Results: Among the 55 students who participated in this study, including 30 women and 25 men, the average emotional intelligence score was 84.85, the average self-efficacy score was 62.02, and the average GPA was 16.42. There was a significant difference in the emotional intelligence scores based on gender and living situation, with male students scoring higher than female students and dormitory residents scoring higher than those living at home (P=0.02). There was no significant difference in the self-efficacy scores and GPA between males and females. Students whose mothers had higher levels of education and those living at home had higher GPAs (P<0.03). No statistically significant relationship was found between the academic success and emotional intelligence or self-efficacy (P>0.05). Conclusion: The findings suggest that while emotional intelligence and self-efficacy may not directly influence academic success, other factors like living environment and parental education can play a role. Understanding these dynamics can help educators focus on holistic student development, addressing not just academic skills but also personal and social factors that contribute to student performance and wellbeing. [ABSTRACT FROM AUTHOR]

Background: Happiness is a positive inner feeling received from cognitive and emotional perceptions, and it means emotional and cognitive happiness in the balance of emotions and mental health, and the feeling of psychological well-being is the overall evaluation of a person in selfacceptance, positive relationship with others, autonomy, purposeful life, personal growth. and dominate the environment. Several studies have shown the positive effect of psychological wellbeing on emotional intelligence, on happiness, social support on happiness, emotional intelligence, social support on happiness; However, developing a happiness model based on psychological wellbeing and social support with the mediation of emotional intelligence has been neglected. Aims: The current research has been carried out to develop a model of happiness based on psychological well-being and social support with the mediation of emotional intelligence in undergraduate students. Methods: Applied research design and descriptive correlation method was based on structural equations. The statistical population of the research consisted of all undergraduate students of Islamic Azad University, Science and Research Department of Tehran in the academic year of 1402-1401, and based on Klein's point of view in the structural equation model, 414 people were selected through random multistage cluster sampling. Became Happiness questionnaire (Oxford, 2002), psychological well-being (Reif, 2002), perceived social support (Zimet, 1988) and emotional intelligence (Shot, 1998) were used to collect data. Data analysis was done through structural modeling using 26amos software. Results: The research findings showed that psychological well-being, social support and emotional intelligence have a positive and significant effect on students' happiness, and emotional intelligence among students positively and significantly mediates the effect of psychological well-being and social support on happiness. Conclusion: It can be concluded that considering the changing importance of psychological wellbeing and social support in the happiness of students, trainings and workshops on life skills, communication and positive interactions that improve and increase happiness in students should be planned, developed and implemented at the level of universities and higher institutions. be executed. [ABSTRACT FROM AUTHOR]

Background and Objectives: Parenting is stressful for parents, especially mothers, along with many challenges and responsibilities, and many factors can affect parental stress. The purpose of this study was to investigate the moderating role of emotional intelligence in the relationship between perfectionism and parental stress in mothers of elementary school students. Materials and Methods: The present research is descriptive. The statistical population included the mothers of elementary school students in Arak City in the academic year 2022-2023, out of which 300 mothers were selected by convenience sampling method and completed Tehran Multidimensional Perfectionism, Parental Stress Short Form, and Emotional Intelligence Questionnaires. Data were analyzed using correlation tests and structural equations modeling. Results: The results showed that mothers' emotional intelligence has a negative and significant relationship with parental stress (r=- 0.67), and parental perfectionism has a positive and significant relationship with parental stress (r=0.26) (p<0.001). But there was no significant relationship between perfectionism and emotional intelligence in mothers (p>0.05). According to the structural model, emotional intelligence had a moderating role in the relationship between perfectionism and parental stress (p<0.001). Conclusion: According to the results, it appears that high perfectionism and low emotional intelligence in mothers can increase their parenting stress. On the other hand, in mothers who have high emotional intelligence, perfectionism will have less effect on parenting stress. Therefore, increasing emotional intelligence in mothers is recommended. [ABSTRACT FROM AUTHOR]

Background and Objectives: Students, as the builders of tomorrow's society, can be the foundation of many changes and developments. The present study was conducted with the aim of investigating the relationship of emotional intelligence with hope and self-concept among nursing students of Hamedan University of Medical Sciences. Materials and Methods: This descriptive correlational study was conducted on 486 nursing students of Hamedan University of Medical Sciences in 2022-23 who met the inclusion criteria. The samples were selected by census method. The data were collected using a demographic information form, the Schutte Self-Report Emotional Intelligence Test, Miller's Hope Questionnaire, and Beck's Self-Concept Questionnaire. Data analysis was done in SPSS 20 software using Pearson's correlation tests, one-way analysis of variance, t-test for two independent samples, and linear regression. Results: In this research, 50.40% of the participants were male and 49.60% were female. Most of the participants (13%) were studying in the first and third semesters. The mean and standard deviation of study variables were obtained at 129.58±10.76 for emotional intelligence, 41.64±4.79 for hope, and 86.68±8.82 for self-concept. With the exception of the relationship between the emotion regulation component and the deviant expression component (P=0.548), other components of the emotional intelligence variable showed a significant direct statistical relationship with all the components of hope and also the total hope score (P

Introduction: The child's relationship with the dentist is the product of complex interactions between the patient, parents, and the dentist. Therefore, the aim of this study was to investigate the effect of emotional intelligence and parenting style on the child's dental anxiety and fear. Methods: In this descriptive cross-sectional study, the patients aged 6 to 15 years with their parents who referred to Shahid Sadoughi Dental School in Yazd were selected through simple method. The MCDAS and CFSS-DS questionnaires were used to measure anxiety and fear, respectively, and the level of emotional intelligence and parenting style were measured by the Shering and Baumrind questionnaires, respectively. Data were analyzed via SPSS16, and T_Test, ANOVA were utilized. Results: Out of 120 participants, 39 were boys and 81 were girls. The mean age range of the children was 9.31 ± 2.46 years and parents' mean age was 37.60 ± 4.82. There was no significant relationship between parenting style and child's dental fear and anxiety (P=0.492 and P=0.769, respectively) and between parent's emotional intelligence and child's dental anxiety (P=0.053), but there was an inverse and significant relationship between parent's emotional intelligence and child's dental fear (r=0.274 and P=0.003). Conclusion: The results of the present study showed that the parenting style has no significant relationship with child's dental fear and anxiety and also the parent's emotional intelligence with the child's dental anxiety, but the parent's emotional intelligence has an inverse and significant relationship with the child's dental fear.

Background and Objectives: Computer games have become an important part of teenagers' lives. These games have positive and negative consequences, including addiction. Therefore, the aim of this study was to compare the components of psychological wellbeing and emotional intelligence in players with and without addiction to computer games. Materials and Methods: The present research method is descriptive and the statistical population included all the students of secondary schools (second period) in the academic year of 1401-1402 in Alborz City; from this population, first, by multi-stage random cluster method and then by purposive method and by implementing a Game Addiction Scale (Game Addiction Scale; GAS-7) on computer game players, 112 participants were selected as the target sample (56 participants with addiction and 56 participants without addiction). After removing incomplete and outlier data, 51 participants remained in each group (102 in total). In addition to GAS-7, Ryff's Psychological Well-Being Scale (RPWS-18) and Wong Law's Emotional Intelligence Scale (WLEIS-16) were also implemented. Multivariate analysis of variance (MANOVA) test was used for the final analysis of the data. Results: The results showed that addicted players scored significantly less in all psychological well-being components than the comparison group (p<0.001). Also, they obtained lower scores in the use and regulation of emotions (p<0.001). Conclusion: Based on the results, players with addiction had weaker psychological well-being and emotional intelligence than the comparison group. Based on this, by identifying students with addiction, educational measures to improve emotional intelligence and well-being in secondary schools seem necessary. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the mediating role of emotional intelligence (EI) in the relationship between theory of mind (ToM) and executive functions, specifically working memory and problem-solving. A correlational research design with structural equation modeling (SEM) was employed. The study population comprised female students aged 14 to 18 years in Khomeini Shahr (2021), from which 300 participants were selected using a convenience sampling method. The assessment instruments included an emotional intelligence questionnaire and software-based tests for the Tower of London task, working memory, and a mind-reading test using eye-image stimuli. The findings indicated that ToM exerted a positive, significant direct effect on EI (β = 0.233), working memory (β = 0.318), and problem-solving (β = 0.299) (p < 0.01). Furthermore, EI had a significant direct effect on working memory (β = 0.219) and problem-solving (β = 0.319) (p < 0.01). The indirect effect of T0M on working memory and problem-solving, mediated by EI, was β = 0.036 and β = 0.062, respectively. These results confirm the mediating role of EI in the association between T0M and executive functions. The findings underscore the pivotal role of ToM and EI in enhancing cognitive functions, suggesting that interventions aimed at strengthening these abilities could improve students' executive functioning.IntroductionExecutive functions are higher-order cognitive and metacognitive processes that facilitate goal-directed behavior by enabling individuals to manage their thoughts, emotions, and actions. These functions encompass a range of advanced abilities, including inhibition, strategic planning, self-initiation, cognitive flexibility, and impulse control (Di-Tella et al., 2020). Among these, problem-solving is regarded as a core component, representing an intelligent, rational, and goal-oriented activity that reflects the highest levels of human cognitive functioning (Güven et al., 2019). Working memory, another critical aspect of executive functions, is responsible for the temporary storage and manipulation of information necessary for executing complex cognitive tasks, such as reasoning, comprehension, learning, and mental retention (Major & Tet, 2019). Impairments in executive functions can significantly affect cognitive, emotional, and social performance, resulting in a range of challenges across personal, academic, and interpersonal domains (Craven, 2023).Theory of mind (ToM), a crucial cognitive skill, enables individuals to understand others' mental states, including beliefs, desires, and emotions, facilitating successful social interactions and adaptive behavior (Ruffman, 2014). Research demonstrates the role of ToM in enhancing self-regulation, problem-solving skills, executive control processes, and the interpretation of ambiguous stimuli. It also contributes to success in learning, academic achievement, social competence, interpersonal skills, and emotion management (Doenyas et al., 2018; Lackner et al., 2010; Wang et al., 2017).Despite these insights, no studies to date have investigated the interconnected relationships between ToM, emotional intelligence (EI), and executive functions. Prior research has highlighted links between ToM and EI, while EI has also been shown to influence executive functions. Building on these findings, the present study aims to investigate the mediating role of EI in the relationship between ToM and executive functions, offering new insights into the cognitive and emotional mechanisms underlying executive functioning. MethodThe present study employed a descriptive-correlational design. The statistical population consisted of all female students between the ages of 13 and 18 in Khomeini Shahr during the academic year 2019–2020. A total of 300 participants were selected using convenience sampling. The inclusion criteria required that the participants did not suffer from epilepsy, possessed normal intelligence within the typical range for their age group, and were right-handed, as determined through a pre-test interview. The exclusion criteria included unwillingness to continue participation, carelessness in performing the tasks, or failure to complete the tests.The research tools included the Schutte Self-Report Inventory (SSRI) for Emotional Intelligence, the Tower of London Test (TOL) for problem-solving ability, the N-back test for working memory, and the Reading the Mind in the Eyes Test (RMET) to assess theory of mind. The collected data were analyzed using AMOS-23 and SPSS-23 software through the structural equation modeling (SEM) approach. FindingsAccording to Figure 1, which presents the conceptual model of the research, theory of mind (ToM) serves as an exogenous variable, while working memory and problem-solving act as endogenous variables. The model's fit indices indicate an acceptable level of fit, demonstrating that the conceptual model aligns well with the data (χ²/df= 2.135, RMSEA= 0.076).The results showed that ToM exhibited a positive and significant direct effect on working memory and problem-solving (p < 0.01). Similarly, emotional intelligence (EI) displayed a positive and significant direct effect on both working memory and problem-solving (p < 0.01). Furthermore, ToM indirectly influenced working memory and problem-solving through the mediating role of EI. These findings confirm the partial mediating role of EI in the relationship between ToM and both working memory and problem-solving. Figure 1: The relationship of theory of mind with working memory and problem solving with the mediating role of emotional intelligenceDiscussion and ConclusionThe findings indicate a direct, significant, and positive relationship between theory of mind (ToM) and working memory. Mastery of false-belief tasks reflects progress in key memory processes, including source monitoring, metamemory, and representation. In these tasks, false belief plays a critical role because it allows individuals to distinguish between reality and their mental representation of it (Carlson et al., 2015).The study also revealed a positive and significant relationship between ToM and problem-solving ability. By enhancing social cognition and information processing skills, ToM strengthens an individual's capacity for effective problem-solving (Wang et al., 2017). Furthermore, a significant relationship between ToM and emotional intelligence (EI) was observed. As ToM develops, individuals become more adept at integrating emotional and social knowledge to interpret complex situations (Qualter et al., 2011).Another key finding was the direct, significant relationship between EI and working memory. Neurobiological evidence suggests an overlap between EI and working memory, as both are associated with the prefrontal cortex. Emotional intelligence not only influences the brain's processing of emotional stimuli but also affects cognitive tasks such as working memory (Mavrou, 2021). Additionally, the results confirmed a positive and significant causal relationship between EI and problem-solving ability. Individuals who possess problem-solving skills and apply them in daily life experience lower psychological stress (Korkmaz et al., 2020).The study further demonstrated that ToM significantly influences working memory through the mediating role of EI. Working memory functions as the cognitive engine of the mind, enabling individuals to retain and manage information. It plays a crucial role in learning, reasoning, and comprehension (Baddeley, 2020; Major & Tetley, 2019). Higher levels of EI likely enhance reasoning and recall abilities, which are integral to working memory.Moreover, the findings highlight the role of emotional regulation in cognitive performance. When emotional control is lacking, the neocortex—the brain region responsible for logical thinking—becomes less active, while the midbrain, which processes emotions, dominates. This shift can impair concentration and cause individuals to respond impulsively (Gültekin & Icigen, 2019). As a result, emotional regulation is essential for managing stress, solving problems effectively, and maintaining focus in challenging situations.One limitation of the current study was that it was conducted during the COVID-19 pandemic, necessitating the use of convenience sampling instead of random sampling. Given the cross-sectional nature of the study, it is recommended that future research explore these relationships longitudinally to determine how they evolve across different age groups.

Background: Psychosocial improvements of successful strabismus surgery have been reported in previous studies. But the effect of strabismus surgery on the emotional intelligence of patients is unclear. The aim of this study was to evaluate the effect of strabismus surgery on emotional quotient in patients referring to Imam Khomeini Hospital, Ahvaz. Methods: This prospective interventional study conducted on patients underwent strabismus surgery in Imam Khomeini Hospital, Ahvaz during May 2021 to March 2022. A total of 38 patients between 8-37 years were included. Patients with previous surgery were excluded. All subjects were evaluated before and three months after successful strabismus surgery. Three months post-surgery the improvement of emotional quotient, self-esteem, body image, social anxiety and social avoidance were evaluated and compared with previous surgery. All data were analyzed by SPSS (V25). P-Value less than 0.05 was considered as significant level. Results: 38 subjects including 18 males (47.4%) and 20 females (52.6%) were included. The mean age of patients was 18.11±9.33 years old. Our results showed that compared with before surgery, significant improvements were noted after surgery, within the emotional quotient subscales including self-awareness (P=0.016), self-regulation (P0.05). Conclusion: The results of this study showed a significant improvement in the psychosocial factors including emotional quotient, body image, social anxiety and social avoidance after strabismus surgery. This result suggests that beyond functional and cosmetic improvements, successful strabismus surgery can result in improved emotional quotient and social anxiety, with the greatest effect noted in younger patients.

The primary objective of this research endeavor was to examine the manner in which health behaviors and resilience mediated the relationship between emotional intelligence and social adjustment among Shahid Beheshti University students. The research employed a descriptive and correlational methodology. The statistical population comprised all male and female students enrolled in the first semester of the 2020-2021 academic year at Shahid Beheshti University in Tehran town. A total of 400 students, 222 of whom were female and 178 of whom were male, were selected using available sampling methodologies. The subjects responded to the questionnaires within the anticipated time periods in order to assess the parameters of his knowledge using the following measurement instruments: the Health Promoting Lifestyle Profile Questionnaire (HPLP-II), the Emotional Intelligence Shring Scale (EISS), and the social adjustment questionnaire (BAI). Using AMOS version 20 and SPSS version 24 software, the data were analyzed using the structural equation modeling technique by integrating the path analysis and confirmatory factor analysis procedures. The results indicated that the adjusted hypothesis regarding the mediating role of health-oriented lifestyle behaviors and psychological resilience in the connection between social adjustment and emotional intelligence was consistent with the collected data. Hence, drawing from the research findings, one may deduce that interventional educational initiatives, such as the resilience training program, may exert a beneficial influence on the correlation between social adaptation and emotional intelligence by virtue of resilience's mediating function.

Recent studies have identified a disorder called Sluggish Cognitive Tempo (SCT) that has similarities with ADHD in attention problems. The aim of the present research was to compare emotional intelligence and sleep problems in adolescents with Sluggish cognitive tempo disorder symptoms and without. The mothod was ex-post facto, cross- sectional design. The statistical population consisted of all female first school studants in Tabriz province during the academic year of 2022-2023. The research sample was 180 studants who were selected on the bases of SCT Penny questionnaire in 2 groups of 90 people:1) Normal 2) with SCT. To collect date, the Siberia and Schering emotional intelligence questionnaire and the Pittsburgh Sleep Quality Index were used. Research data were analyzed through multivariate analysis of variance test. The results showed self-motivation, self-awareness, social consciousness, and social skills in the group 1 was significantly higher than the group 2, also disturbance in overall sleep quality, sleep efficiency and daily functioning in the group 2 was significantly higher than the group 1. Based on the research findings, it can be concluded that adolescents with SCT symptoms, compared to normal adolescents, have lower emotional intelligence and more sleep problems.

Introduction: Communication skills and stress affect the quality of nursing care. Due to the COVID-19 epidemic and limitations in face-to-face training, this study was conducted to investigate the effect of virtual training of emotional intelligence components on perceived stress and communication skills among nursing students. Methods: This Experimental study was conducted on 56 nursing students who entered the study based on the inclusion and exclusion criteria. The participants were randomly assigned to a control group (n=28) and an intervention group (n=28) with permuted block randomization. The intervention group received emotional intelligence components training using Skype software. Data were collected through a Demographic questionnaire, Cohen’s Perceived Stress questionnaire, and Queendom’s Communication Skills questionnaire. Data analysis was performed using SPSS statistical software (Version 22). Results: The results revealed no statistically significant difference between the two groups regarding the mean scores of perceived stress and communication skills before the intervention (P>0.05). However, a statistically significant difference was observed between the mean scores of perceived stress and communication skills (P

Background: Psychosocial improvements of successful strabismus surgery have been reported in previous studies. But the effect of strabismus surgery on the emotional intelligence of patients is unclear. The aim of this study was to evaluate the effect of strabismus surgery on emotional quotient in patients referring to Imam Khomeini Hospital, Ahvaz. Methods: This prospective interventional study conducted on patients underwent strabismus surgery in Imam Khomeini Hospital, Ahvaz during May 2021 to March 2022. A total of 38 patients between 8-37 years were included. Patients with previous surgery were excluded. All subjects were evaluated before and three months after successful strabismus surgery. Three months post-surgery the improvement of emotional quotient, self-esteem, body image, social anxiety and social avoidance were evaluated and compared with previous surgery. All data were analyzed by SPSS (V25). P-Value less than 0.05 was considered as significant level. Results: 38 subjects including 18 males (47.4%) and 20 females (52.6%) were included. The mean age of patients was 18.11±9.33 years old. Our results showed that compared with before surgery, significant improvements were noted after surgery, within the emotional quotient subscales including self-awareness (P=0.016), selfregulation (P<0.0001), self-motivation (P<0.0001), empathy (P<0.0001), social skills (P<0.0001) and emotional quotient total score (P<0.0001). Further analysis revealed statistically significant improvements in body image (P<0.0001), social anxiety (P=0.004) and social avoidance (P=0.002). The result showed that the improvement of emotional quotient after strabismus surgery was significantly higher in the age group of less than 12 years (P<0.0001). No significant difference was fund between two genders for emotional quotient subscales (P>0.05). Conclusion: The results of this study showed a significant improvement in the psychosocial factors including emotional quotient, body image, social anxiety and social avoidance after strabismus surgery. This result suggests that beyond functional and cosmetic improvements, successful strabismus surgery can result in improved emotional quotient and social anxiety, with the greatest effect noted in younger patients. [ABSTRACT FROM AUTHOR]

Introduction: Given the widespread impact of COVID-19 and its high death rate among healthcare workers. Objective: this study aims to assess the relationship between coronavirus-related anxiety, death anxiety, and emotional intelligence in nurses. Material and Methods: This analytical cross-sectional study focused on nurses at government medical centers in Borujerd city in 2019, comprising a sample of 106 participants selected through simple random sampling. Descriptive statistics were employed to analyze the data, while correlation tests assessed the relationships among COVID-19 anxiety, death anxiety, and emotional intelligence. Linear regression was applied to evaluate the impact of demographic variables, death anxiety, and emotional intelligence on COVID-19 anxiety (P < 0.05). Results: A significant positive correlation was found between the anxiety scores related to COVID-19 and death anxiety among nurses (P<0.001). Conversely, there was a significant negative correlation between the COVID-19 anxiety scores and the emotional intelligence scores of the nurses (P<0.001).Conclusion: Given the significant positive correlation between coronavirus anxiety and death anxiety in nurses, as well as the significant negative correlation between coronavirus anxiety and emotional intelligence, it is recommended to leverage emotional intelligence to mitigate anxiety related to the coronavirus and subsequent death anxiety. [ABSTRACT FROM AUTHOR]

Introduction: Experiencing tensions such as anxiety, stress, and depression is inevitable due to the nature of the disease and treatment, which can affect the life expectancy of these patients. Emotional intelligence is one of the most effective components in adapting to a disease and its complications and in complying with treatment. This study is conducted with the aim of determining the relationship between emotional intelligence and life expectancy in leukemia patients . Methods: This was a descriptive -correlational study conducted on 200 patients with leukemia who were referred to the selected hospitals of Tehran University of Medical Sciences in 2023. The research tools included a demographic information form, Schutte emotional intelligence questionnaire, and Snyder life expectancy questionnaire. Data analysis was done in SPSS version 16 using descriptive and inferential statistics methods . Results: The average age of the participants in the research was 36/83 ± 11/13 in the age range of 18 -69. Most of the patients were male (62%) and married (66/5%). The mean score of emotional intelligence in leukemia patients was 127/17 and the mean score of life expectancy was 32/19. According to the results of the study, there was a positive and significant correlation between emotional intelligence and life expectancy (P<0/001) (r=0/364) . Conclusion: Based on the results of the study, patients with higher emotional intelligence had higher life expectancy. Since emotional intelligence is very helpful in facing stress and tension and can be taught and learned, implementing interventions to increase emotional intelligence can be the basis for improving the life expectancy of these patients. [ABSTRACT FROM AUTHOR]

Introduction Driving behavior is a behavior that a driver chooses as a pattern for his driving, and it depends on three factors: the driver, the vehicle, and factors related to the driving route. The driver's psychological and personality characteristics are the most important factors in his driving behavior and the driver behavior is related to his emotional and behavioral characteristics. Many studies have shown the role of emotional intelligence as one of the most important determinants of driver behavior. Emotional intelligence is the ability to understand and manage our own and others' emotions which play a key role in all kinds of personal, social and professional situations. Some research have shown that high emotional intelligence is associated with greater ability to manage emotions, and low emotional intelligence is often associated with greater involvement in risky behaviors. Emotional intelligence can improve through training and have a positive effect on people's performance. Adults can learn to manage their behaviors and emotional reactions. Considering the importance of emotional intelligence in reducing inappropriate driving behaviors, the aim of the present study was to investigate the effect of the mental health training program of drivers on their emotional intelligence. Method In the present study, in order to enhance the emotional intelligence abilities of bus drivers through psychosocial training, a quasi-experimental with a pre-and post-test design was used. The driver training project of Tehran Bus Company has been started since 2011 and is implemented in different phases on drivers who are applying for employment in the Company. In one of the phases, 88 bus drivers from Tehran Bus Company who received 9 training sessions on anger management, retaliatory driving, stress management and effective communication participated in the study. Bar-On (1977) emotional intelligence test was used to collect data in two stages of pre-test and post-test. This questionnaire is a self-assessment tool that can be used for people over 18 years old. In the present study, a shortened form of the questionnaire was used, in which there are 54 items related to 9 scales of problem solving, stress tolerance, emotional self-awareness, interpersonal relationships, optimism, impulse control, flexibility, empathy, and self-expression. Results The research findings of multivariate analysis of variance with repeated measures and univariate analysis of variance showed a significant difference between pre-test and post-test scores of four subscales. This difference is significant for the subscales of problem solving, emotional self-awareness and optimism at the 0.01 level and for the subscale of interpersonal relationships at the 0.05 level. In other words, participating in the training program has led to an increase in the ability of the participants in these subscales. Also, the value of F in these 4 subscales of emotional intelligence is equal to 7.70, 16.48, 11.52, and 5.29, respectively. Discussion The findings show the effectiveness of the program on some components of emotional intelligence. In other words, the training course on socioemotional interventions can be considered effective in promoting drivers' emotional intelligence. [ABSTRACT FROM AUTHOR]

Introduction: Communication skills and stress affect the quality of nursing care. Due to the COVID-19 epidemic and limitations in face-to-face training, this study was conducted to investigate the effect of virtual training of emotional intelligence components on perceived stress and communication skills among nursing students. Methods: This Experimental study was conducted on 56 nursing students who entered the study based on the inclusion and exclusion criteria. The participants were randomly assigned to a control group (n=28) and an intervention group (n=28) with permuted block randomization. The intervention group received emotional intelligence components training using Skype software. Data were collected through a Demographic questionnaire, Cohen’s Perceived Stress questionnaire, and Queendom’s Communication Skills questionnaire. Data analysis was performed using SPSS statistical software (Version 22). Results: The results revealed no statistically significant difference between the two groups regarding the mean scores of perceived stress and communication skills before the intervention (P>0.05). However, a statistically significant difference was observed between the mean scores of perceived stress and communication skills (P<0.05) in both groups one month after the intervention. Conclusion: The study indicated that the virtual training of emotional intelligence components reduced the nursing students’ perceived stress and increased their communication skills. These results highlight the importance of emotional intelligence training for nursing students. [ABSTRACT FROM AUTHOR]

The purpose of this research is to design a green marketing model for Iran's oil industry (an industry with high emissions, as the engine and driver of the country's development) based on general environmental policies. The strategy of this research is qualitative and based on grounded theory. The statistical population of the research is made up of managers of companies under the Ministry of Oil and marketing professors of universities. Purposeful and snowball sampling was used to select the sample, which was achieved based on the saturation rule by conducting 18 interviews. Data were analyzed using Strauss and Corbin coding method and MaxQda software. Based on the paradigm model of the research, it was concluded that government support, green human resources and corporate social responsibility are the basic factors effective on green marketing and the emotional intelligence of managers has a strategic role in implementing this method of marketing. Of course, it should be kept in mind that potential competitive capacities play an intervening role in this relationship and green corporate culture also provides background conditions. Through the managers' green emotional intelligence, it is possible to achieve consequences such as improving the design, production and distribution of green products, the productivity and profitability of the company, and the satisfaction of customers and stakeholders. [ABSTRACT FROM AUTHOR]

Introduction: Emotional intelligence, as the ability to recognize and control one's emotions and feelings, is considered a new psychological approach to evaluating behavior in workplaces. Job stress, as an imbalance between job needs and individual abilities, has always been one of the main challenges of workplaces. Therefore, this research was conducted in one of the oil industries in Tehran to investigate the effect of employees' emotional intelligence on their job stress. Materials and Methods: This research is a practical and analytical cross-sectional study. The population of this research, consisting of 300 employees, was selected by random stratified sampling. In this research, two questionnaires, Bar-On emotional intelligence, and HSE job stress were completed. Also, for data analysis, LISREL 8.72 and SPSS 18 software were used to estimate the causal effect between research variables and calculate descriptive indices as well as compare average variables. Results: The employees' emotional intelligence and job stress had a significant inverse relationship; In other words, a higher level of emotional intelligence was associated with lower job stress. The subscales of responsibility and self-expression in the emotional intelligence test, and the subscales of relationship and role in the job stress test, had the highest and lowest numerical values in each test, respectively. Also, based on the results, employees' emotional intelligence levels and job stress were independent of their age and education level. Conclusion: Employees' emotional intelligence level affects their amount of job stress. Therefore, applying emotional intelligence skills in workplaces can significantly reduce the level of employees' job stress.

The present study explained the issue of decision-making under the influence of the coherence of brain waves and heart waves based on each of the components of emotional intelligence of Mayer and Salovey, how the coherence of EEG and ECG is based on neuroscience and neurocardiology, and the decision-making styles of managers based on based on Scott and Bruce's model and presented its results. The sample of the present study was 30 managers of governmental and non-governmental organizations in the agricultural sector of Gilan province who voluntarily participated in this research and in two situations of relaxation and decision-making with Neurofeedback tool, Biofeedback Procomp 2 while running the CGT decision evaluation test of CANTAB software, brain waves and their heart waves were simultaneously recorded from the CZ area of the brain and the areas around the heart by Biograph version 6 software. The results showed the coherence of EEG and ECG waves. During rest and recognition tasks There were significant differences in different decision-making styles and emotional intelligence components, and none of the decision-making styles had a significant correlation between brain waves and heart waves in two states of relaxation and decision making.

Background: Multi-grade classes, in which a teacher is responsible for teaching students in different educational levels, is a way to make rural children more accessible to education. Despite the negative effects of this type of education, such as less attention to the individual needs of learners, few researches point to the increase of learners' social skills, richer educational environment, better social participation and growth of self-esteem. One of the fields to resolve this contradiction is the comparison of multiple intelligences in multi-grade and one-grade students, but there is a research gap in the relevant research background. There are different views on multi-grade classes. Some researches consider multi-grade classes as one of the problems of the educational system that must be eliminated, and some others consider the existence of these classes as an opportunity for optimal education. The results of previous studies on the benefits and limitations of multi-grade classes for students are contradictory. One of the areas to resolve this contradiction is the comparison of multiple intelligences in multi- grade and one-grade students, about which there is a research gap. Aims: The present study was conducted with the aim of comparing moral intelligence, emotional intelligence and social intelligence in students of one-grade and multi-grade classes. Methods: The design of the current research was a causal-comparative description. The statistical population of the research included all one-grade and multi-grade students of Khodaafrin city in the academic year of 2021-2022, who were studying in the sixth grade. The sample size was determined based on Morgan's table (239 people) and then sampling was done in three levels: cluster, class and simple random. In this way, to determine a sample of single-grade students from among the one-gradm schools of Khoda Afarin city, a few schools were randomly selected. Also, some schools were randomly selected from the multi-grade rural schools. Then, according to the size of each class (one-grade and multi-grade) in the statistical population, a total of 239 students (147 one-grade students and 92 multi-grade students) were selected randomly. In order to collect data, questionnaires of emotional intelligence (Schutte et al., 1998), moral intelligence (Lennick & Kiel, 2005) and Tromsoe social intelligence (Silvera et al., 2001) were used. Multivariate analysis of variance and SPSS26 software were used for data analysis. Results: The results showed that the students of multi-grade classes have obtained higher average grades in all three variables of emotional intelligence, moral intelligence and social intelligence, but this difference was not significant in terms of moral intelligence scores (P>0.05), but significant in emotional intelligence and social intelligence. was (P

Introduction: Employee burnout is one of the most important issues in today’s organizations because worn-out or depleted employees cannot effectively achieve organizational goals. The present study aimed to investigate the relationship between psychological empowerment and job burnout with a mediating role of emotional intelligence in nurses of private hospitals in Shiraz.Methods: The present study used a cross-sectional analytical method on 256 nurses from private hospitals in Shiraz; according to the statistics of the Vice-Chancellor of Shiraz University, the total number of working nurses was around 750. To collect data, Maslach’s job burnout, Spreitzer’s psychological empowerment, and Bar-On’s emotional intelligence questionnaires were used, and the structural equation method was used to analyze the data.Results: The absolute value of the path coefficient explaining the relationship between psychological empowerment and job burnout was greater than 0.3 (0.545), and the t-statistic was higher than 1.96. Therefore, a negative relationship exists between psychological empowerment and job burnout, so with increased psychological empowerment, job burnout decreases. Also, Emotional intelligence increases the effect of psychological empowerment on job burnout. Thus, job burnout decreases with increased psychological empowerment and emotional intelligence.Conclusion: According to the results of this study, there are mutual effects between psychological empowerment, emotional intelligence, and job burnout, so it is expected that managers can promote psychological empowerment and reduce job burnout by strengthening emotional intelligence and improving the efficiency of nurses.

Background and Objectives: Emotional intelligence enables nurses to manage their patients effectively. This study aims to assess the relationship between the emotional intelligence of nurses, the quality of care provided by them, and the anxiety of patients with type 2 diabetes in Iran. Methods: This descriptive-correlational study was performed on 150 nurses working in the internal wards of Koosar Hospital (in Semnan), Khatam Al-Anbia Hospital (in Iranshahr), and Rofeideh Rehabilitation Hospital (in Tehran) in 2020-2021 and their patients with type 2 diabetes who were under their care for at least three consecutive days. A demographic form, Siberia Schering’s emotional intelligence questionnaires, the quality of nursing care scale, and Spielberger’s state-trait anxiety inventory (only the state anxiety subscale) were used for data collection. Pearson correlation test and multiple linear regression analysis were used for data analysis. Results: There was a significant negative correlation between nurses’ emotional intelligence and patients’ anxiety (r=-0.375, P0.05). A significant negative correlation was found between the quality of nursing care (and its dimensions) and patients’ anxiety (P

Introduction: Emotional intelligence is a set of non -cognitive skills affecting a person's ability to cope with environmental demands and pressures. It seems that students who have higher emotional intelligence can make better and more targeted decisions against various stresses. This research was conducted with the aim of determining the relationship between emotional intelligence and the perceived stress of Gonabad students. Methods: In this descriptive analytical study conducted in 2021, 364 students of Gonabad city were included by quota sampling method according to the number of students in each university. The research tools consisted of a demographic information questionnaire, Bradbury and Greaves’ emotional intelligence, and Cohen's perceived stress questionnaire, collected by the web -based method. Data were analyzed using Chi - square, Pearson, and Spearman correlation tests in SPSS version 26. Results: The mean score of emotional intelligence of students was 89 /32 and the mean score of perceived stress of students was 30 /62. Among the demographic data, there was only a significant and positive relationship between age and emotional intelligence (p=0/041). In other demographic information, no significant relationship was observed with emotional intelligence and perceived stress. The mean score of emotional intelligence components including self-awareness was 20 /65, social awareness was 16 /16, relationship management was 26 /26, and self-management was 25 /86. A significant and inverse relationship was observed with stress between all components of emotional intelligence, including self-consciousness (P<0/001), social consciousness (P<0/001), relationship managemen(P<0/001) and emotional intelligence score (P<0/001), except self-management (P<0/248). Conclusion:According to the results, indicating a decrease in the level of perceived stress with an increase in the level of emotional intelligence in students, it is suggested that workshops related to increasing the level of emotional intelligence be considered for students at the university level, especially in times of widespread stress. [ABSTRACT FROM AUTHOR]

This study to examines the mediating role emotional intelligence can play in the relationship between work-family conflict and love schema with respect to the extramarital relationships among couples who both work. The research method was correlation of structural equation modeling. The statistical population was all couples were both employed in Tehran. The sample size was 212 people who were selected by available sampling method. The research tools included Schott's Emotional Intelligence Scale, Carlson's Work -Family Conflict Scale, Singles' Love Schema Scale, and Mark Whatley's Attitude Scale towards Extramarital Relationships. Data analysis was done using SPSS- 26 and AMOS24 software. The results showed a significant positive relationship between work-family conflict and unstable love schema on the attitude toward extramarital relationships. The effect of safe love schema, unstable love schema, and work-family conflict on attitudes toward extramarital relationships with respect to the mediating role of emotional intelligence was significant. The clingy love schema on attitudes toward extramarital relationships was not significant. The results showed that work-family conflict and love schema are good explanations for extramarital relationships in working couples and emotional intelligence can play a suitable mediating role. When work-family conflict occurs, the pressure caused by one role affects the person's performance in another role. [ABSTRACT FROM AUTHOR]

Background and Objectives: Evidence supports a close relationship between emotional intelligence and quality of life. This study aimed to determine the relationship between emotional intelligence and quality of life among students of the School of Rehabilitation, Shahid Beheshti University of Medical Sciences. Materials and Methods: In this descriptive study, 182 undergraduate students of the School of Rehabilitation, Shahid Beheshti University of Medical Sciences, were selected, and they answered the standard 12-item Quality of Life and the Bradberry- Greaves' Emotional Intelligence questionnaires. One-way analysis of variance (ANOVA) was used to analyze the data. Results: One-way ANOVA showed that there is a statistically significant relationship between self-awareness score and quality of life (p=0.022), self-management score and quality of life (p<0.001), relationship management score and quality of life (p=0.003), and the overall score of emotional intelligence and quality of life (p<0.001). Conclusion: The findings of the present study confirm the relationship between emotional intelligence and the quality of life of students. It is recommended that universities take steps to provide an appropriate platform for enhancing the quality of life of students by incorporating emotional intelligence skills into their educational programs. [ABSTRACT FROM AUTHOR]

Introduction: Emotional intelligence refers to the differences between individuals in identifying motivation, emotions, and feelings, and controlling emotions, both in the individual and in social relationships. In fact, emotional Intelligence is the ability to process information related to one's emotions and the ability to use the information as a guide for understanding and acting. (MacCann et al., 2020). According to Bar-On (2003), emotional intelligence and teaching this skill deals with oneself, others, and the environment. Therefore, it should be more adaptive to changing conditions and be more successful in meeting environmental demands. Responsibility in the educational situation is broad in scope and guarantees health indicators and improved quality of life of children in school. In addition, recently, scientific interest in the problems of stress and coping with it has been increasing. Therefore, the purpose of this study was to investigate the effectiveness of emotional intelligence training for preschool teachers on their responsibility and coping skills. Method: The research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population includes preschool teachers in Izeh City in 2020. From the target population, 30 people were selected by random sampling method and assigned to experimental (15) and control (15) groups. First, pre-tests were performed for both groups. The experimental group received emotional intelligence training in 10 sessions of 45 minutes over two months. The instruments used in the pre-test and post-test include the Responsibility subscale of the California Psychological Inventory and the Coping Inventory for Stressful Situations. Data were analyzed using the analysis of covariance by SPSS-23 software. Results: The results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after emotional intelligence training showed the scores of responsibility and Task-oriented coping who participated in the experimental group compared to those in the control group Were significantly increased (P <0.01). The results also showed that the scores of the components of emotion-oriented coping and avoidant-oriented coping who participated in the experimental group, compared to those who were replaced in the control group decreased (P ≤.01). In general results showed that emotional intelligence training has a significant effect on the responsibility (F=20.20, p<0.0001) and coping skills (included: Task-oriented coping: F=11.25, p<0.003; Emotion-oriented coping: F=14.75, p<0.001; Avoidant-oriented coping: F=5.07, p<0.004) of preschool teachers. Conclusion: Therefore, it can be concluded that emotional intelligence training is an effective method to increase preschool teachers' responsibility and positive coping skills by using techniques such as familiarity with the concept of emotion, emotional awareness, identifying emotions, accepting emotions, confronting emotions, and personal responsibility skills. Also, emotional intelligence training because it emphasizes both cognitive and emotional factors, affects preschool teacher's responsibility and coping skills. [ABSTRACT FROM AUTHOR]

Introduction: Employee burnout is one of the most important issues in today’s organizations because worn-out or depleted employees cannot effectively achieve organizational goals. The present study aimed to investigate the relationship between psychological empowerment and job burnout with a mediating role of emotional intelligence in nurses of private hospitals in Shiraz. Methods: The present study used a cross-sectional analytical method on 256 nurses from private hospitals in Shiraz; according to the statistics of the Vice-Chancellor of Shiraz University, the total number of working nurses was around 750. To collect data, Maslach’s job burnout, Spreitzer’s psychological empowerment, and Bar-On’s emotional intelligence questionnaires were used, and the structural equation method was used to analyze the data. Results: The absolute value of the path coefficient explaining the relationship between psychological empowerment and job burnout was greater than 0.3 (0.545), and the t-statistic was higher than 1.96. Therefore, a negative relationship exists between psychological empowerment and job burnout, so with increased psychological empowerment, job burnout decreases. Also, Emotional intelligence increases the effect of psychological empowerment on job burnout. Thus, job burnout decreases with increased psychological empowerment and emotional intelligence. Conclusion: According to the results of this study, there are mutual effects between psychological empowerment, emotional intelligence, and job burnout, so it is expected that managers can promote psychological empowerment and reduce job burnout by strengthening emotional intelligence and improving the efficiency of nurses. [ABSTRACT FROM AUTHOR]

Background & Aim: Emotional intelligence includes a series of characteristics that have the ability to affect a person's overall ability to respond to environmental needs and stress. Due to the stressful nature of the clinical environment, this study was conducted with the aim of determination the relationship between psychological stress in the clinical environment and emotional intelligence of nursing students of Hamadan University of Medical Sciences in 2022. Material & Methods: In this descriptive cross-sectional correlational study, 214 nursing students of the 2nd to 8th terms of Hamedan University of Medical Sciences were included in the study by census method. Data collection tools included demographic characteristics checklist, Siberia Schering's Emotional Intelligence questionnaire and Cohen's psychological stress in clinical setting questionnaire. Data analysis was done by descriptive statistics, Pearson correlation coefficient, one-way ANOVA and independent sample t-test in SPSS 25 software. Results: According to the results; the mean (standard deviation) of emotional intelligence scores was 106.15 (10.59) and psychological stress in the clinical environment was 52.01 (12.38). It was also found that there is an inverse and significant statistical relationship between emotional intelligence and psychological stress of students in the clinical environment (r = -0.26, P < 0.001). Conclusion: Higher emotional intelligence effectively reduces the psychological stress in the clinical environment of nursing students. Therefore, it is suggested that relevant officials with targeted planning and holding classes and workshops to strengthen emotional intelligence; take steps to strengthen it in different students, especially nursing students. [ABSTRACT FROM AUTHOR]

Background and Aim: Health literacy plays a role in “reducing human casualties and financial costs” in a society. Emotional intelligence and media literacy also contribute to people’s success in life. Therefore, the aim of this study was to investigate the mediating role of media literacy in the relationship between emotional intelligence and health literacy among graduate students of Azarbaijan Shahid Madani University. Materials and Methods: This research is based on the nature and general characteristics, quantitative; Based on the purpose, it is applied and based on the research method and data collection method, is a descriptive correlation based on structural equation model. The statistical population was graduate students of Azarbaijan Shahid Madani University in 2020 (2218 students). The statistical sample of the research is 327 people who were selected by stratified random sampling method. To collect data, Emotional Intelligence Questionnaire (1998), Montazeri et al. Health Literacy Questionnaire (2014) and media literacy questionnaire were used. The reliability of the questionnaires was obtained using Cronbach’s alpha coefficient of 0.91, 0.84 and 0.79, respectively. The collected data were analyzed using descriptive statistics and inferential statistics (structural equation model) using SPSS and LISREL software. Results: The findings showed the mean of emotional intelligence, health literacy and media literacy of graduate students of Azarbaijan Shahid Madani University is 3.10, 3.47 and 3.58, respectively. Also, the results showed a significant relationship between emotional intelligence and students’ health literacy. According to the findings, there is a significant relationship between emotional intelligence with media literacy, and media literacy with health literacy. Also, the media literacy variable plays a mediating role in the relationship between emotional intelligence and health literacy (coefficient) of 0.58 units. The results of the structural equation model test also showed that the proposed conceptual model fits the relationship between emotional intelligence, health literacy and students’ media literacy. Conclusion: Media literacy can not only directly affect students’ health literacy, but also has a mediating role between emotional intelligence and health literacy. Due to the effect of emotional intelligence on students’ health and media literacy, it is recommended that the necessary planning to be done in graduate education and to strengthen emotional intelligence.

Introduction and purpose: Evidence shows that a high level of emotional intelligence in health care workers leads to better communication with patients and, ultimately, the pateints’ satisfaction. Considering the undeniable and complex relationship between emotional intelligence and communication skills, the present research was designed and implemented. Methods: The current research is a descriptive-analytical study. The participants included 121 community health workers from Kurdistan Province, Iran. The required data was collected through a communication skills checklist by observation, Queen Dam's communication skills questionnaire, and Shering's Emotional Intelligence Questionnaire. Descriptive statistics, analysis of variance (ANOVA), and linear regression were performed using SPSS (version 21) software. Results: The results of self-declaration of emotional intelligence and communication skills showed that only 28% of the participants had high emotional intelligence, and 32.2% had high communication skills. The evaluation of communication skills through the observation method showed that the staff obtained a low score with respect to introducing themselves to patients, explaining the treatment process, and keeping the patients calm. Moreover, 40.7% of participants had active listening skills. The r-squared (the coefficient of determination) showed that 86% of the variance of emotional intelligence is related to the variable of communication skills. Conclusion: Overall, the findings of the present study revealed an average level of emotional intelligence and communication skills among health care workers. Concerning the communication weaknesses observed in the emotional dimensions, it is recommended to intervene appropriately.

Background: Research emphasizes the importance of emotional intelligence in various aspects of children`s lives, however, fewer studies have focused on designing suitable tests to measure emotional intelligence in children. Aims: The purpose of the present research was to design and validate the emotional intelligence questionnaire according to the Iranian culture. Methods: The current research is descriptive and developmental. The statistical population of the study was all children aged 6 to 9 in Tehran in 1400. The sample size was 618 children, 313 boys, and 305 girls, who were selected from schools in an accessible manner. In this regard, based on a targeted review of scientific research in the field of emotional intelligence, the initial version of the questionnaire with 60 items has been designed. For construct validity, exploratory and confirmatory factor analysis and internal reliability were determined by calculating Cronbach’s alpha coefficient. SPSS version 22 and Amos software were used for data analysis. Results: In the psychometric process questionnaire, items with a validity ratio of less than 0.62 and a validity index of less than 0.79 were removed. Exploratory factor analysis showed 59 items with a 6-factor structure and factor analysis confirmed this finding. Also, the internal consistency of the questions was 0.865, which shows that the questionnaire has good reliability. Conclusion: The tool designed was a valid questionnaire to measure emotional intelligence in the sample of Iranian children that researchers and other relevant professionals can use this tool in their psychological research.

Background: Redemptive self is a part of life narratives in which bad scenes are redeemed with good results or positive emotions. Personality traits in the big-5 model are: neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness. The aim of this study was to investigate the relationship between redemptive self and personality traits with some psychological characteristics including psychological well-being, career adaptability, generativity, and emotional intelligence. Methods: In this study, 57 Iranian adults in the age range of 22-65 years were selected by convenience sampling method and filled in the Life Story Questionnaire, NEO test, Loyola Generativity Scale (LGS), Ryff Psychological Well-Being Scale (PWB), Career Adapt-Abilities Scale (CAAS), and Emotional Intelligence Questionnaire. Individuals' answers to the questionnaire questions were analyzed by Pearson correlation coefficient and stepwise regression using SPSS software. Findings: Based on the results of the present study, the relationship between the redemptive self and personality traits with each of the psychological characteristics mentioned above was significant. Redemptive self and personality traits had a significant relationship with psychological well-being, career adaptability, generativity, and emotional intelligence and predicted them. Conclusion: Redemptive self and extraversion predicted generativity, neuroticism (negatively) and agreeableness predicted psychological well-being, extroversion predicted career adaptability, and agreeableness predicted emotional intelligence.

Background Emotional intelligence as the ability to understand emotions in self and others, is recognized as underlying success in various aspects. Objective This study aimed to investigate the relationship between emotional intelligence and sleep quality in female high school students. Methods This cross-sectional study was conducted on 284 female high school students in Rasht in 2019- 2020, selected by cluster sampling. Demographic, the Bar-On emotional intelligence, and the Pittsburgh sleep quality index (PSQI) questionnaires were completed online by the participants. Data were analyzed by IBM SPSS statistics software, version 22 using Spearman’s correlation coefficient and multiple logistic regression analysis. Results The Mean age of participants was 13.94±0.95 years, and the mean previous grade point average (GPA) of participants was 19.61±0.89. The Mean total score of students’ emotional intelligence and sleep quality were 334.95±42.82 and 4.71±3.20, respectively. There was a significant negative correlation between the total score of emotional intelligence and sleep quality (r=-0.427 and P<0.001). Also, 31% of the subjects had poor sleep quality (95% CI, 25.7%-36.6%), and the multiple logistic regression showed an inverse relationship between poor sleep quality and emotional intelligence score (OR=0.98, P<0.001). There was no association between demographic variables and sleep quality (P>0.05). Conclusion About a third of female students had poor sleep quality. There was a significant relationship between sleep quality and emotional intelligence. Therefore, poor sleep quality was associated with lower emotional intelligence. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the role of technology in meeting the educational needs of organizations. The research method was mixed method (qualitative and quantitative) and its statistical population included all private companies in Tehran that one of them was selected based on the available sampling method. In the qualitative part, 17 experts (university lecturers and company managers) and in the quantitative part, 30 employees existed and were randomly assigned into experimental (15 people) and control (15 people) groups. The findings of the qualitative part showed that organizations suffer from six problems in the assessment section including lack of adequate skill in assessment, long assessment intervals, expenses, psychological problems, facilities, and regulation and in the education part, problems include expenses, lack of skills, lack of education conditions, inadequate training, and lack of supervision. In this study, for sample selection and education in the quantitative part, modern software in the context of mental health and emotional intelligence were used for assessment and then, educational sessions consistent with the conditions of people were held online. The findings of the quantitative part showed that the emotional intelligence training courses consistent with technology (online) could improve mental health of people and significantly reduced the problems of assessment and education in the organization from the perspectives of the participants. According to the findings of this study, it can be concluded that the use of technology can play a crucial role in assessment, evaluating employees, and organizational training. [ABSTRACT FROM AUTHOR]

Aim and Background: Quality of life includes different dimensions of physical, mental and social health and comfort of people's lives and is affected by various factors. For this reason, this research was conducted with the aim of predicting emotional intelligence based on the quality of life of married people with the mediation of self-confidence in married women. Methods and Materials: The research method was descriptive-correlation. The statistical population of the research included all married women living in Semnan who had referred to counseling centers. The sampling method was purposeful and based on entry and exit criteria, 384 people were selected based on Morgan's table. The data collection tools include Petrides and Farnham's standard emotional intelligence questionnaires, World Health Organization's quality of life, and Cooper Smith's standard self-confidence questionnaire. Data analysis was done using ANOVA and regression tests. Also, SPSS software, version 26 was used at a significance level of 0.05. Findings: The results of the research showed that among the variable dimensions of self-confidence, the educational and occupational scale ranked first with 41.2%, the social scale ranked second with 34.4%, the family scale ranked third with 23.1% and the general scale. With 19.15%, they are in the fourth place and the lie scale with negative 18.9%, affecting the quality of life of married women. Therefore, the role of self-confidence dimensions is significant (p

Introduction: The present study aimed to investigate the effect of emotional intelligence on mental job success mediated by the role of extra-occupational attitudes in nurses.Methods: This research was carried out by descriptive correlation method. After reviewing the theoretical literature of the research in the context of the subject area, the researchers developed the research model. The research's statistical population was 445 nurses in Khorshid Hospital nurses in 2021. From the entire statistical population, 220 people were polled based on Cochran's formula by random sampling. The researcher collected data using a questionnaire that he had written by adapting and localizing standard questionnaires. Data analysis was done on two levels: descriptive and inferential statistics through internal and external models with Smart Pls software.Results: The findings showed that emotional intelligence had a positive and significant effect on mental job success (path coefficient: 0.297) and cross-border attitudes (path coefficient: 0.444), while cross-border attitudes had a positive and significant effect on mental occupations’ success (path coefficient: 0.277). Also, the results of the Sobel test showed that cross-border job attitudes, to some extent, mediate the effect of emotional intelligence on mental job success.Conclusion: The hypothesis test results showed the indirect effect of emotional intelligence on mental job success mediated by cross-border job attitudes.

Introduction: This study aims to design an organizational structure model based on comprehensive quality and emotional intelligence components in the Imam Khomeini Hospital Complex in Tehran.Methods: This cross-sectional study was based on a questionnaire. The components were determined by library study in the form of the initial proposed model and validation by experts in management and healthcare. The research tools included the measurement of consumers' expectations and understanding, Al Omran hospital service quality indicators, and Salovey and Mir's emotional intelligence feelings. Two hundred seventy-three questionnaires were sent online to the samples with random stratified sampling. Exploratory and confirmatory factors were analyzed to check validity and reliabilityResults: Eight components of quality structure dimensions positively affected eight quality service components, and eight components of quality structure dimensions had the greatest impact on "moral obligation,". It had the least impact on "space beauty" among the eight quality service components. All three components of emotional intelligence positively affected eight components of quality structure dimensions and eight components of quality services. However, emotional intelligence had the greatest effect on "determining strategic goals," and the least effect on the "size" of the quality component. Furthermore, the quality service dimension component had the greatest effect on "moral obligation" and the least on "environmental beauty".Conclusion: Considering the mediating effect of emotional intelligence on the relationship between structure and quality-oriented services, it is necessary to pay attention to the factors affecting the hospitals' organizational structure.

Background and Objective: The Covid-19 pandemic is a serious threat to the physical and mental health of people, especially nurses who are responsible for caring for Covid-19 patients. Since emotional intelligence is the most important factor for individual performance, it can reduce the negative effects of stress among nurses. Therefore, this study aimed to investigate the role of emotional intelligence in the quality of nursing care in nurses working in Covid-19 care units. Materials and Methods: This analytical cross-sectional study was conducted on 120 nursing personnel in Covid-19 care units working in Jahrom Hospital in 1400, who were selected through the census method. Data were collected by administering the Bar-on emotional intelligence scale, the quality of care nursing scale, and the demographic characteristics questionnaire. Research data were analyzed using descriptive statistical tests and inferential statistics in the SPSS software (version 21). Results: The quality of nursing care was at an average level in (50%) of the nurses and at a good level in the other half (49.2%). The average score (315.91±37.09) showed a high level of emotional intelligence in nurses working in the Covid-19 care units. Additionally, the results of this study showed a significant direct relationship between emotional intelligence and the quality of nursing care (r=0.52, P

The aim of this study was to determine the mediating Role of Perceived Social Support in Relationship between Academic Satisfaction, Emotional Intelligence, Self-Regulation and Assertiveness. The research method was correlation of the type path analysis. The statistical population included all high school students in Kermanshah, from which 384 people were selected as a statistical sample. The sampling method was Multistage sampling. In order to collect Data the Academic Satisfaction Questionnaire (ASQ), Schutte Self-Assessment Questionnaire, (SRI), Gambrill, Richey Assertion Inventory(AI), Multidimensional Perception Social Support Scale (MSPSS) and Bouffard self-regulatory questionnaire(BSF) were used. Data analysis was performed using path analysis statistical method and by the SPSS-24, and AMOS-22 software. Findings showed that emotional intelligence, self-regulation and assertiveness through perceived social support have an indirect and significant effect on academic satisfaction and the causal model of academic satisfaction is based on the The mentioned variables is significant. Due to the important role of satisfaction in academic success and achievement, it is suggested to families, teachers and educational institutions that more research be done to identify the factors affecting this variable to provide the necessary conditions to increase academic satisfaction.

The prominence of the actions of some political leaders in history is a phenomenon that cannot be fully analyzed by relying on individual abilities. What adds to the importance of this issue is successful governance in youth when one does not yet have much experience. Accordingly, the following research seeks to explain the emergence of emotional intelligence in the successful rule of Shah Abbas I Safavid in his youth and then to examine the grounds for constructing his rule. This research has been done by descriptive-analytical method and relying on library study.The results of this study show aspects of the emergence of emotional intelligence in the successful rule of the Shah such immediate understanding of society and the discovery of neglected elements and attention to the implementation of social justice, spiritual openness to society and a correct understanding of the environment. This framework is the product of modeling the political and social context of the Shah's childhood and adolescence and the reproducing the collective memory of Iranian society of the short but significant life of Shah Ismail II and the riots of his father's era. In fact, the set of developments of the reign of the father and the social behavior of Shah Ismail II and its positive feedback in the society, part of which appeared in Ismail Mirza's false movements, strengthened the comprehensive understanding of the target society in teenage King and became his role model. Make him successful.

the present study aims to compare the emotional and emotional intelligence among students with a faking response .the research method used in this study was Comparative causality. The population of 20,000 students from the Faculty of Psychology and Education was studying in the 1399 - 1400 Open University of South- Tehran. In this research, a sample of 295 students was selected using available sampling in two groups of pretend (149 people) and normal (146 people).They completed emotional intelligence questionnaires of Shot et a(1998) and Nejati cognitive ability (2012). Data were analyzed using multivariate analysis of variance. Considering the significance of F in the variable of emotional intelligence (F=8.730 and p

Background: Research emphasizes the importance of emotional intelligence in various aspects of children`s lives, however, fewer studies have focused on designing suitable tests to measure emotional intelligence in children. Aims: The purpose of the present research was to design and validate the emotional intelligence questionnaire according to the Iranian culture. Methods: The current research is descriptive and developmental. The statistical population of the study was all children aged 6 to 9 in Tehran in 1400. The sample size was 618 children, 313 boys, and 305 girls, who were selected from schools in an accessible manner. In this regard, based on a targeted review of scientific research in the field of emotional intelligence, the initial version of the questionnaire with 60 items has been designed. For construct validity, exploratory and confirmatory factor analysis and internal reliability were determined by calculating Cronbach’s alpha coefficient. SPSS version 22 and Amos software were used for data analysis. Results: In the psychometric process questionnaire, items with a validity ratio of less than 0.62 and a validity index of less than 0.79 were removed. Exploratory factor analysis showed 59 items with a 6-factor structure and factor analysis confirmed this finding. Also, the internal consistency of the questions was 0.865, which shows that the questionnaire has good reliability. Conclusion: The tool designed was a valid questionnaire to measure emotional intelligence in the sample of Iranian children that researchers and other relevant professionals can use this tool in their psychological research. [ABSTRACT FROM AUTHOR]

Background and Aim: Health literacy plays a role in “reducing human casualties and financial costs” in a society. Emotional intelligence and media literacy also contribute to people’s success in life. Therefore, the aim of this study was to investigate the mediating role of media literacy in the relationship between emotional intelligence and health literacy among graduate students of Azarbaijan Shahid Madani University. Materials and Methods: This research is based on the nature and general characteristics, quantitative; Based on the purpose, it is applied and based on the research method and data collection method, is a descriptive correlation based on structural equation model. The statistical population was graduate students of Azarbaijan Shahid Madani University in 2020 (2218 students). The statistical sample of the research is 327 people who were selected by stratified random sampling method. To collect data, Emotional Intelligence Questionnaire (1998), Montazeri et al. Health Literacy Questionnaire (2014) and media literacy questionnaire were used. The reliability of the questionnaires was obtained using Cronbach’s alpha coefficient of 0.91, 0.84 and 0.79, respectively. The collected data were analyzed using descriptive statistics and inferential statistics (structural equation model) using SPSS and LISREL software. Results: The findings showed the mean of emotional intelligence, health literacy and media literacy of graduate students of Azarbaijan Shahid Madani University is 3.10, 3.47 and 3.58, respectively. Also, the results showed a significant relationship between emotional intelligence and students’ health literacy. According to the findings, there is a significant relationship between emotional intelligence with media literacy, and media literacy with health literacy. Also, the media literacy variable plays a mediating role in the relationship between emotional intelligence and health literacy (coefficient) of 0.58 units. The results of the structural equation model test also showed that the proposed conceptual model fits the relationship between emotional intelligence, health literacy and students’ media literacy. Conclusion: Media literacy can not only directly affect students’ health literacy, but also has a mediating role between emotional intelligence and health literacy. Due to the effect of emotional intelligence on students’ health and media literacy, it is recommended that the necessary planning to be done in graduate education and to strengthen emotional intelligence. [ABSTRACT FROM AUTHOR]

Background & Aims: Studying the role of gender and birth order in developmental standards has a great role in decisions and judgments about children. The most important period of a child's brain development is the first two years of life, which has a great role on the child's mental, physical, psychological, and social functioning. Recognizing that children's development is holistic is one of the basic principles of using developmental statements in the early years. All-round growth is the recognition of physical, cognitive, linguistic, emotional and social growth, which are interconnected, inseparable and dependent on each other. Gender differences in language and social-emotional skills appear to exist right after birth. For example, newborn boys make fewer rhythmic and early tongue movements during sucking. On the other hand, baby girls respond more to formula with a reflexive "smile" and show greater auditory sensitivity. Differences in later months include sensitivity to pain, responsiveness to mother's vocalizations, and discrimination of emotional expressions. However, even in the early stages of development, differences do not favor one gender group. For example, some studies show that boys show more happiness, look at their mothers for longer, and make more movements to be picked up. Additionally, some studies find no differences in infant eye contact, in contagious crying, or in response to the mother's face. One of the viewpoints related to learning is the viewpoint of behaviorism. In this perspective, learning is examined based on two basic principles of classical and active conditioning. Classical conditioning is a type of learning that is based on creating an association between a stimulus that does not normally cause a reaction and a learning stimulus that causes a specific reaction, and operant conditioning is another type of learning that is based on reinforcing or punishing behavior for increasing or decreasing the probability of its output; However, unlike behaviorists who did not deal with mental processes, cognitivists emphasize the unobservable mental processes that people use to learn and remember new information and skills. to be Among the theories of cognitive learning, we can mention Bandura's social-cognitive learning theory and information processing theory. Based on Bandura's social-cognitive theory, a lot of human learning happens in a social environment. Through observing others, we learn knowledge, rules, skills, strategies, opinions and attitudes, and by observing and using patterns, we learn the usefulness and appropriateness of behaviors. According to this theory, most of our learning is through modeling and observing the behavior of others and observing the consequences of the behavior that others do. According to Bandura's opinion, new behaviors are learned through two types of active learning and observational learning. Active learning allows people to acquire complex behavioral patterns through direct experience, by thinking about the consequences of their behavior and evaluating them, and observational learning, the main element of which is imitation by observing appropriate activities, correctly encoding the event for representation in memory, doing the behavior and having sufficient motivation is facilitated. The aim of the present study was to investigate the role of gender and birth order in children's cognitive, physical-motor, language, learning and social-behavioralemotional skills. Methods: The statistical population included all children aged 1-2 and their parents in Tehran. The sampling method is cluster and matrix and the samples were selected from five geographical regions. The sample size included 500 children aged 1-2 years; 100 children were considered for each area. The data collection tool is a researcher-made tool that uses the developmental standards of several American states, such as the developmental standards of Washington (2012), the developmental standards of Nebraska (2018), and studies conducted in Iran. Results: The results showed that birth order has a significant role in cognitive skills, emotional-behavioral-social characteristics and language and literacy of girls and boys; But gender did not play a significant role. Conclusion: To develop leisure time in middle-aged men and women in Iran, with an emphasis on sports activities, the identified strategies should be implemented in iran. According to the results of the present research, it is suggested to help the growth and promotion of the general health of middle-aged people by creating special spaces for sports activities for middle-aged people and holding local festivals of sports leisure activities for middle-aged people. Also, researchers and future studies are suggested to investigate the current and desirable situation of middle-aged sports leisure time and the pathology of elderly sports leisure time in Iran in the form of mixed studies. [ABSTRACT FROM AUTHOR]

Nowadays, one of the factors that prevent students from achieving their desired academic performance is academic burnout. Therefore, it is important to know the factors related to this phenomenon. The aim of this study was to investigate the relationship between academic burnout with emotional intelligence, self-compassion and academic help seeking. The research method was descriptive-correlational. The statistical population of the study included all undergraduate students studying in Yazd University (9022) in the academic year of 2018- 2019. 368 students (231 females and 137 males) were selected by available sampling method. In order to collect data, they used Berso's academic burnout scales (2007), self-compassion questionnaire-long form (2003), Ryan and Pintrich's help-seeking questionnaire (2012). The results showed that emotional intelligence, self-compassion and academic help-seeking have a significant negative relationship with academic burnout at the 0.01 level. The results of path analysis also indicated that selfcompassion and emotional intelligence are able to indirectly and negatively affect academic burnout through mediation of academic help-seeking. Academic help-seeking and self-compassion can also directly and negatively predict academic burnout. But emotional intelligence does not directly predict academic burnout. The current research has practical results for educational interventions, educational assistance and self-help with the aim of promoting emotional intelligence, self-compassion and creating broader capacities in the field of academic help-seeking behavior in the educational environment, so that in this way, students face their academic crises in efficient ways and adopt adaptive measures to deal with adverse situations. [ABSTRACT FROM AUTHOR]

The aim of this study was to use logistic regression in predicting bullying based on the components of emotional intelligence (E.I) and spiritual intelligence (S.I). The research method was applied and of the type of correlational studies. The statistical population of the present study included all high school students in Najafabad (N=11125). A total of 447 students (225 girls and 222 boys) were selected by multi-stage cluster sampling. In order to analyze the data and predict group membership (bullying or not) based on predictor variables including E.I (Petrides & Furnham, 2001) components and S.I (Badia & at all) components, logistic regression was used. In order to evaluate the fit of the regression model, R2 Cox and Snell and R2 Nagel crack were used and in order to check the consistency of the predicted probabilities with the observed probabilities, Hausmer and Lemshou tests were used.The results show that 87/5% of all cases are correctly classified (87/5%). Also, with the entry of predictor variables into the equation, out of 233 non-bullies, 207 (88/8%) and out of 204 bullies, 184 (86%) have been correctly predicted. The results of logistic regression showed that among the predictor variables, understanding the emotions and feelings of oneself and others (E.I component), thinking and critical dimension (S.I component) and moral values (S.I component) play a significant role in predicting group membership (bullying Or not). Other variables in the presence of these three variables did not play a significant role in predicting group membership. Awareness of teachers, counselors, educational psychologists, parents and other education professionals about the results of the present study and the development of necessary programs in this field can be helpful in reducing student bullying. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to design an organizational structure model based on comprehensive quality and emotional intelligence components in the Imam Khomeini Hospital Complex in Tehran. Methods: This cross-sectional study was based on a questionnaire. The components were determined by library study in the form of the initial proposed model and validation by experts in management and healthcare. The research tools included the measurement of consumers' expectations and understanding, Al Omran hospital service quality indicators, and Salovey and Mir's emotional intelligence feelings. Two hundred seventy-three questionnaires were sent online to the samples with random stratified sampling. Exploratory and confirmatory factors were analyzed to check validity and reliability Results: Eight components of quality structure dimensions positively affected eight quality service components, and eight components of quality structure dimensions had the greatest impact on "moral obligation,". It had the least impact on "space beauty" among the eight quality service components. All three components of emotional intelligence positively affected eight components of quality structure dimensions and eight components of quality services. However, emotional intelligence had the greatest effect on "determining strategic goals," and the least effect on the "size" of the quality component. Furthermore, the quality service dimension component had the greatest effect on "moral obligation" and the least on "environmental beauty". Conclusion: Considering the mediating effect of emotional intelligence on the relationship between structure and quality-oriented services, it is necessary to pay attention to the factors affecting the hospitals' organizational structure. [ABSTRACT FROM AUTHOR]

Introduction: The present study aimed to investigate the effect of emotional intelligence on mental job success mediated by the role of extra-occupational attitudes in nurses. Methods: This research was carried out by descriptive correlation method. After reviewing the theoretical literature of the research in the context of the subject area, the researchers developed the research model. The research's statistical population was 445 nurses in Khorshid Hospital nurses in 2021. From the entire statistical population, 220 people were polled based on Cochran's formula by random sampling. The researcher collected data using a questionnaire that he had written by adapting and localizing standard questionnaires. Data analysis was done on two levels: descriptive and inferential statistics through internal and external models with Smart Pls software. Results: The findings showed that emotional intelligence had a positive and significant effect on mental job success (path coefficient: 0.297) and cross-border attitudes (path coefficient: 0.444), while cross-border attitudes had a positive and significant effect on mental occupations' success (path coefficient: 0.277). Also, the results of the Sobel test showed that cross-border job attitudes, to some extent, mediate the effect of emotional intelligence on mental job success. Conclusion: The hypothesis test results showed the indirect effect of emotional intelligence on mental job success mediated by cross-border job attitudes. [ABSTRACT FROM AUTHOR]

Based on the Bowen family systems, the degree of self-differentiation can determine the quality of marital relations and its stability. Meanwhile, the recognition and management of one's own and spouse's emotions plays an essential role in this stability, and intimacy also plays a role especially in the stability of marriage. The purpose of the research is to determine the relationship between the two variables of emotional intelligence and self-differentiation with the stability of marriage through the mediation of intimacy. This research is descriptive and correlational. The statistical population consisted of married couples who referred to counseling centers in Tehran's 2nd and 5th regions, and 345 men and women were selected to participate in the research by convenience sampling. Individuals completed Edwards, Johnson and Booth's (1980) marriage instability index questionnaires, Graves and Bradbury's (2005) emotional intelligence, Skorn and Friedlander's (2003) self-differentiation, and Walker and Thompson's (1983) intimacy scale. Pearson's correlation coefficient was used in the statistical analysis, and structural equation modeling (SEM) and path analysis were used to fit the model. The findings showed the path coefficient of total emotional intelligence with marital stability (p