Fundamental Journals

  International Journal of Fundamental Psychology and Social Sciences (IJFPSS) 

     ISSN : 2231-9484

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IJFPSS, Vol 4, No 2, June, 2014

Vol 4, No 2, June, 2014

 

The Effect of Anger Management, Training on Students’ Emotional Intelligence (EI)

DOI:10.14331/ijfpss.2014.330041

Aghdas Safari, Diana-Lea Baranovich, Mohamad Reza Jafary

 

 

ABSTRACT

The main topic of this research is how teaching anger management, skills affects emotional intelligence of first  year university female students of Roodehen Islamic Azad University in Iran. The study population is all first year female students of Roodehen Islamic Azad University. The study was carried out on 60 students who were selected by multi-stage randomized sampling method and were divided into the TWO groups (experimental and control, with 30 students in each group). Before carrying out the experimental intervention (presentation of the independent variables), the TWO groups were given the pre-test using the Emotional Intelligence questionnaire (EQI). Then, the students in experimental group attended five2-hour training sessions of anger management, One week after the intervention, the two groups were post-tested again using the EQI. The data were analyzed using Ancova method ( analysis of covariance) t–test and Mann-Whitney U Test. Results of the study indicate that training in anger management, skills will lead to increased Emotional Intelligence of female students, compared with the control group.

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Improving Third Grade Primary School Dictation Disorder

DOI:10.14331/ijfpss.2014.330042

K. Delpasand Bakhshayesh, M. Shahriar Ahmadi , Marjan Jafari Roshan

 

 

ABSTRACT

The present study was to compare the effects of Fernald multi-sensory teaching method and sensory integration on improving the dictation disorder on third grade primary school students with dysgraphia in Tehran. Pretest posttest method was done on control group. The study population consisted of all the primary third grade female students suffering dictation disorder in normal schools in Tehran (2011-2012). The study samples were selected through multi-stage random sampling from some schools and randomly divided into three 10-person groups. The dysgraphia test and Raven’s color IQ test were conducted. Data were analyzed via analysis of variance. The results showed that the multi-sensory approach and sensory integration were effective in improving their dictation. In other words, the hypothesis was accepted with 95% confidence. On the contrary, the results of both tests showed there was no significant difference between improvement in accuracy and mirror dictation disorder. Therefore, the hypothesis was rejected with 95% confidence. The findings can be effective in enhancement and retention of training the students who cannot progress through the implemented methods in schools.

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The Effect Of Anger Management, intrapersonal Communication Skills And Stress Management Training On Students’ Emotional Intelligence (EQ)

DOI:10.14331/ijfpss.2014.330043

Aghdas Safari, Mohamad Reza Jafary, Diana-Lea Baranovich

 

 

ABSTRACT 

The study was a true-experimental pre-post test design, including four groups of first year university students from Rodeheen Azad University (n=120). the four groups were given the pre-test using the Emotional Intelligence questionnaire (EQI).the students in three experimental group Anger Management,  intrapersonal Communication Skills And Stress Management Training ) each of group attended five 2-hour training sessions separately while the control group was only given pre-post (EQ).The data were analyzed using Ancova method (analysis of covariance) t–test and Mann-Whitney U Test. Results of the study indicate that training in anger management, stress management  intrapersonal communication skills will lead to increased Emotional Intelligence of female students

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