THE EFFECTIVENESS OF EMOTIONAL INTELLIGENCE TRAINING ON SOCIAL COMPETENCE AND EMOTIONAL REGULATION IN BULLYING STUDENTS

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SOLIEMANI ESMAIEL; SHEIKHOLESLAMI ALI; MOUSAVI MAHNAZ

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Journal: QUARTERLY EDUCATIONAL PSYCHOLOGY Year:2017 | Volume:12 | Issue:42 Page(s): 103-128

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Title

THE EFFECTIVENESS OF EMOTIONAL INTELLIGENCE TRAINING ON SOCIAL COMPETENCE AND EMOTIONAL REGULATION IN BULLYING STUDENTS

Author(s)

SOLIEMANI ESMAIEL | SHEIKHOLESLAMI ALI | MOUSAVI MAHNAZ | Issue Writer Certificate

Keywords

BULLYINGQ1

EMOTIONAL INTELLIGENCEQ1

EMOTIONAL REGULATIONQ1

SOCIAL COMPETENCEQ2

Abstract

This study examined the effectiveness of EMOTIONAL INTELLIGENCE training on the SOCIAL COMPETENCE and EMOTIONAL REGULATION of the BULLYING students. Research method was experimental with pretest-posttest control group. The study sample consisted of the BULLYING students that were selected in the school year 94-1393 with multi-stage cluster sampling from the population. To collect data, the Revised BULLYING Olwis Scale, SOCIAL COMPETENCE Questionnaire and EMOTIONAL REGULATION Scale were used. The experimental group received 8 sessions and during the meetings the control group was not given any training. Multivariate analysis of variance showed that there is a significant difference among BULLYING students in the experimental and control group in SOCIAL COMPETENCE and EMOTIONAL REGULATION. In other words, there is a difference in the component average of SOCIAL COMPETENCE and EMOTIONAL REGULATION in experimental group after learning social-cognitive problem solving. These results suggest that EMOTIONAL INTELLIGENCE training can modify SOCIAL COMPETENCE and EMOTIONAL REGULATION in the BULLYING students. Keywords BULLYING; EMOTIONAL INTELLIGENCE; EMOTIONAL REGULATION; SOCIAL COMPETENCE This study examined the effectiveness of EMOTIONAL INTELLIGENCE training on the SOCIAL COMPETENCE and EMOTIONAL REGULATION of the BULLYING students. Research method was experimental with pretest-posttest control group. The study sample consisted of the BULLYING students that were selected in the school year 94-1393 with multi-stage cluster sampling from the population. To collect data, the Revised BULLYING Olwis Scale, SOCIAL COMPETENCE Questionnaire and EMOTIONAL REGULATION Scale were used. The experimental group received 8 sessions and during the meetings the control group was not given any training. Multivariate analysis of variance showed that there is a significant difference among BULLYING students in the experimental and control group in SOCIAL COMPETENCE and EMOTIONAL REGULATION. In other words, there is a difference in the component average of SOCIAL COMPETENCE and EMOTIONAL REGULATION in experimental group after learning social-cognitive problem solving. These results suggest that EMOTIONAL INTELLIGENCE training can modify SOCIAL COMPETENCE and EMOTIONAL REGULATION in the BULLYING students. Keywords BULLYING; EMOTIONAL INTELLIGENCE; EMOTIONAL REGULATION; SOCIAL COMPETENCE This study examined the effectiveness of EMOTIONAL INTELLIGENCE training on the SOCIAL COMPETENCE and EMOTIONAL REGULATION of the BULLYING students. Research method was experimental with pretest-posttest control group. The study sample consisted of the BULLYING students that were selected in the school year 94-1393 with multi-stage cluster sampling from the population. To collect data, the Revised BULLYING Olwis Scale, SOCIAL COMPETENCE Questionnaire and EMOTIONAL REGULATION Scale were used. The experimental group received 8 sessions and during the meetings the control group was not given any training. Multivariate analysis of variance showed that there is a significant difference among BULLYING students in the experimental and control group in SOCIAL COMPETENCE and EMOTIONAL REGULATION. In other words, there is a difference in the component average of SOCIAL COMPETENCE and EMOTIONAL REGULATION in experimental group after learning social-cognitive problem solving. These results suggest that EMOTIONAL INTELLIGENCE training can modify SOCIAL COMPETENCE and EMOTIONAL REGULATION in the BULLYING students.

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APA: Copy

SOLIEMANI, ESMAIEL, SHEIKHOLESLAMI, ALI, & MOUSAVI, MAHNAZ. (2017). THE EFFECTIVENESS OF EMOTIONAL INTELLIGENCE TRAINING ON SOCIAL COMPETENCE AND EMOTIONAL REGULATION IN BULLYING STUDENTS. QUARTERLY EDUCATIONAL PSYCHOLOGY, 12(42), 103-128. SID. https://sid.ir/paper/112212/en

Vancouver: Copy

SOLIEMANI ESMAIEL, SHEIKHOLESLAMI ALI, MOUSAVI MAHNAZ. THE EFFECTIVENESS OF EMOTIONAL INTELLIGENCE TRAINING ON SOCIAL COMPETENCE AND EMOTIONAL REGULATION IN BULLYING STUDENTS. QUARTERLY EDUCATIONAL PSYCHOLOGY[Internet]. 2017;12(42):103-128. Available from: https://sid.ir/paper/112212/en

IEEE: Copy

ESMAIEL SOLIEMANI, ALI SHEIKHOLESLAMI, and MAHNAZ MOUSAVI, “THE EFFECTIVENESS OF EMOTIONAL INTELLIGENCE TRAINING ON SOCIAL COMPETENCE AND EMOTIONAL REGULATION IN BULLYING STUDENTS,” QUARTERLY EDUCATIONAL PSYCHOLOGY, vol. 12, no. 42, pp. 103–128, 2017, [Online]. Available: https://sid.ir/paper/112212/en

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