THE EFFECT OF TEACHING EMOTIONAL INTELLIGENCE SKILLS ON RESPONSE TO EDUCATIONAL STRESS IN HIGH SCHOOL GIRLS

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EMAMI MOGHADAM ZAHRA; DAVOUDI MALIHEH; BEHNAM VOSHANI HAMIDREZA; AMIN YAZDI SEYED AMIR

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Journal: Evidence-based Care Journal Year:2013 | Volume:3 | Issue:1 (6) Page(s): 27-36

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Title

THE EFFECT OF TEACHING EMOTIONAL INTELLIGENCE SKILLS ON RESPONSE TO EDUCATIONAL STRESS IN HIGH SCHOOL GIRLS

Author(s)

EMAMI MOGHADAM ZAHRA | DAVOUDI MALIHEH | BEHNAM VOSHANI HAMIDREZA | AMIN YAZDI SEYED AMIR | Issue Writer Certificate

Keywords

HIGH SCHOOL GIRLSQ3

EDUCATIONALQ3

STRESSQ3

EMOTIONAL INTELLIGENCEQ3

Abstract

Background: STRESS is one of the major causes of physical and mental illnesses, which could interfere with individual's functions. EMOTIONAL INTELLIGENCE skill is one of the controlling skills of STRESS and its negative consequences.Aim: To investigate the effect of teaching EMOTIONAL INTELLIGENCE skills on response to EDUCATIONAL STRESS in HIGH SCHOOL GIRLS.Methods: This experimental study was performed on 100 students of Mashhad high schools, who were randomly assigned in two experimental and control groups. The experimental group received a six-session teaching program on EMOTIONAL INTELLIGENCE, while control group received no intervention. Gadzella Student-Life STRESS Inventory was used as a study tool. Data were analyzed by SPSS version 11.5 using independent t-test and paired t-test. Results: Both groups experienced changes in physiological response to STRESS as the mean score of STRESS decreased in experimental group and increased in control group (P<0.001). Mean score of EMOTIONAL INTELLIGENCE in response to EDUCATIONAL STRESS decreased significantly in both groups, but the independent t-test showed that the experimental group had a significant decline (P<0.001). Mean scores of behavioral and cognitive responses decreased after intervention in experimental group (P<0.001). Mean score of Overall response to STRESS decreased after intervention in experimental group as well (P<0.003).Conclusion: Offering courses on EMOTIONAL INTELLIGENCE in schools can be effective in reducing the consequences of EDUCATIONAL STRESS.

Cites

THE EFFECT OF EMOTIONAL INTELLIGENCE TRAINING BASED ON SOCIAL SUPPORT THEORY ON REDUCING PERCEIVED STRESS AND PROMOTING COMMUNICATION SKILLS AMONG MALE HIGH SCHOOL STUDENTS IN HAMADAN

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APA: Copy

EMAMI MOGHADAM, ZAHRA, DAVOUDI, MALIHEH, BEHNAM VOSHANI, HAMIDREZA, & AMIN YAZDI, SEYED AMIR. (2013). THE EFFECT OF TEACHING EMOTIONAL INTELLIGENCE SKILLS ON RESPONSE TO EDUCATIONAL STRESS IN HIGH SCHOOL GIRLS. EVIDENCE BASED CARE, 3(1 (6)), 27-36. SID. https://sid.ir/paper/213309/en

Vancouver: Copy

EMAMI MOGHADAM ZAHRA, DAVOUDI MALIHEH, BEHNAM VOSHANI HAMIDREZA, AMIN YAZDI SEYED AMIR. THE EFFECT OF TEACHING EMOTIONAL INTELLIGENCE SKILLS ON RESPONSE TO EDUCATIONAL STRESS IN HIGH SCHOOL GIRLS. EVIDENCE BASED CARE[Internet]. 2013;3(1 (6)):27-36. Available from: https://sid.ir/paper/213309/en

IEEE: Copy

ZAHRA EMAMI MOGHADAM, MALIHEH DAVOUDI, HAMIDREZA BEHNAM VOSHANI, and SEYED AMIR AMIN YAZDI, “THE EFFECT OF TEACHING EMOTIONAL INTELLIGENCE SKILLS ON RESPONSE TO EDUCATIONAL STRESS IN HIGH SCHOOL GIRLS,” EVIDENCE BASED CARE, vol. 3, no. 1 (6), pp. 27–36, 2013, [Online]. Available: https://sid.ir/paper/213309/en

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