بررسی رابطه هوش هیجانی، خلاقیت و سلامت روان در دانشجویان
محورهای موضوعی : آموزش و پرورش
علی افسری
1
(استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، ایران.)
عباس اناری نژاد
2
(استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، ایران.)
فرشید قاسمی
3
(استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، ایران.)
علی شیروانی شیری
4
(استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، ایران.)
کلید واژه: هوش هیجانی, سلامت روان, خلاقیت,
چکیده مقاله :
مقدمه و هدف: هدف از مطالعه حاضر بررسی رابطه هوش هیجانی، خلاقیت و سلامت روان دانشجویان کارشناسی پیوسته دانشگاه فرهنگیان استان فارس بود. روش شناسی پژوهش: برای اجرای پژوهش از روش توصیفی-پیمایشی استفاده گردید. جامعه آماری پژوهش شامل دانشجویان کارشناسی پیوسته همه ی پردیسها و مراکز آموزش عالی دانشگاه فرهنگیان استان فارس به تعداد 1850 نفر میباشد. حجم نمونه آماری دانشجویان با استفاده از جدول مورگان محاسبه و تعیین گردید که به روش نمونهگیری تصادفی طبقهای 450 نفر از دانشجویان دختر و پسر به عنوان نمونه انتخاب شدند. ابزارهای جمعآوری اطلاعات شامل: پرسشنامه هوش هیجانی بار-اُن (1997)، پرسشنامه خلاقیت تورنس (1372) و پرسشنامه سلامت روان 28 GHQ توسط گلدبرگ و هیلر (1979) ارائه شده بود که اعتبار آن ها از نوع همسانی درونی بوده. یافته ها: یافته های این پژوهش حاکی از آن بود که هوش هیجانی، سلامت روان و خلاقیت این افراد در حد قابل قبول است. بعلاوه، نتایج حاصل از تحلیل دادههای آماری بین خلاقیت، هوش هیجانی و سلامت روانی دانشجویان رابطه مثبت و معناداری نشان داد. بحث و نتیجه گیری: بنابراین آموزش خلاقیت و مؤلفه های آن و آموزش مؤلفه های هوش هیجانی در دانشجویان میتوانند سبب ارتقای سلامت روان آنان شود.
Introduction: The purpose of this study was to investigate the relationship between emotional intelligence, creativity and mental health of undergraduate students at Fars Farhangian University. research methodology:. A descriptive-survey method was used to conduct the research. The statistical population of the study consisted of continuous undergraduate students of all campuses and higher education centers of Farhangian University in Fars province with 1850 people. The sample size of the students was calculated using Morgan's table. A stratified random sampling of 450 male and female students was selected as sample. Data collection tools were: a) Bar-on Emotional Intelligence Questionnaire; b) Torrance Creativity Questionnaire; and c) Mental Health Questionnaire (GHQ-28). Findings: The findings of this study indicated that emotional intelligence, mental health and creativity of these people are acceptable. The results showed a positive and significant relationship between the analysis of statistical data between creativity, emotional intelligence and mental health of students. Conclusion: Teaching creativity and its components and teaching emotional intelligence components can improve the students’ mental health.
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