بررسی رابطه بین هوش هیجانی، کمال گرایی و سلامت روان دانشجویان دوره کارشناسی
محورهای موضوعی : روانشناسی
1 - (نویسنده مسئول)، کارشناسی ارشد روانشناسی عمومی، واحد ارسنجان، دانشگاه آزاد اسلامی، ارسنجان، ایران ali.abedini2013@yahoo.com, tell: 09126599949
کلید واژه: دانشجویان, سلامت روان, کمال گرایی, هوش هیجانی,
چکیده مقاله :
چکیده مقدمه: دانشجویان هر کشوری از سرمایه های فکری و معنوی آن کشور به شمار می روند و از این روی بررسی مسائل خاص دانشجویان و تأمین سلامت جسمی و روانی آنها از مهم ترین اهداف برنامه ریزان آموزشی است. بنابراین هدف از انجام پژوهش حاضر بررسی رابطه بین هوش هیجانی و کمال گرایی و سلامت روانی دانشجویان دوره کارشناسی بود. روش پژوهش: جهت انجام پژوهش از بین دانشجویانی که در سال تحصیلی 1402-1401 مشغول به تحصیل بودند با استفاده از روش نمونه گیری تصادفی طبقه ای 240 نفر (140 دختر و 100 پسر) انتخاب گردیدند. ابزارهای پژوهش شامل سه پرسشنامه هوش هیجانی، کمال گرایی و سلامت روان بود که بین افراد نمونه توزیع و اطلاعات لازم جمع آوری شد و مورد تجزیه و تحلیل قرار گرفت. در بخش آمار استنباطی از ضریب همبستگی پیرسون، تحلیل رگرسیون چند متغیری، تحلیل واریانس چند متغیری و تی تست مستقل استفاده گردید. یافته ها: یافته ها نشان داد که بین بعد هوشبهر هیجانی خلق کلی و سلامت روانی رابطه مثبت وجود دارد. بین ابعاد کمال گرایی و سلامت روانی رابطه یافت نشد. بین تمامی ابعاد هوشبهر هیجانی و تمامی ابعاد کمال گرایی رابطه منفی وجود دارد. هوشبهر هیجانی خلق کلی 2 درصد از واریانس سلامت روان را پیش بینی می کند. همچنین هیچگونه تفاوتی میان دختران و پسران از نظر هوش هیجانی، کمال گرایی و سلامت روانی یافت نشد. نتیجه گیری: بنابراین پيشنهاد مي‌گردد شرايطي براي آموزش دانشجویان ايجاد گردد تا ضمن آشنايي با اصول افزایش سلامت روانی و روشهای مقابله با اضطراب و استرس میزان خود آگاهی خود را ارتقا دهند.
Abstract Introduction: Students of any country are considered as the intellectual and spiritual assets of that country, and therefore examining the specific issues of students and ensuring their physical and mental health is one of the most important goals of educational planners. Therefore, the purpose of this research was to investigate the relationship between emotional intelligence and perfectionism and mental health of undergraduate students. Research method: 240 students (140 girls and 100 boys) were selected from among the students who were studying in the academic year 1402-1401 using stratified random sampling method. The research tools included three questionnaires of emotional intelligence, perfectionism and mental health, which were distributed among the sample and the necessary information was collected and analyzed. In the inferential statistics section, Pearson's correlation coefficient, multivariate regression analysis, multivariate variance analysis and independent t-test were used. Findings: The findings showed that there is a positive relationship between the emotional intelligence dimension of general mood and mental health. No relationship was found between dimensions of perfectionism and mental health. There is a negative relationship between all dimensions of emotional intelligence and all dimensions of perfectionism. Emotional intelligence predicts 2% of the variance of mental health. Also, no difference was found between boys and girls in terms of emotional intelligence, perfectionism and mental health. Conclusion: Therefore, it is suggested to create conditions for the education of students to improve their self-awareness while familiarizing themselves with the principles of increasing mental health and coping with anxiety and stress.
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