The Study of Correlation Between Emotional Intelligence and Academic Achievement Among University Students (original) (raw)
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Journal of Rafsanjan University of Medical Sciences
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فصلنامه روانشناسی شناختی, 2014
This study examined the moderating effect of cultural and sex differences on the relationship between appraisal processes and academic stress among male and female Iranian and Swedish university students. In a sample consisted of 212 students 112 Iranian (32 male and 78 female students) 100 Swedish (29 male and 71 female students) the primary and secondary appraisal processes and Academic Stress Questionnaire were administrated. The results of multiple regression analysis showed significant positive relationship between the primary appraisal and academic stress among the Iranian students and non-significant positive relationship between the primary appraisal and academic stress among the Swedish students. Results also indicated that there was a significant negative correlation between the secondary appraisal and academic stress among the Iranian and Swedish students. Results also showed that there was a non-significant positive relationship between the primary appraisal and academic stress and a significant negative relationship between the secondary appraisal and academic stress among both sexes. In sum, these findings emphasized that for the purpose of predicting academic stress the functional properties of the primary appraisal were dissimilar and the functional properties of the secondary appraisal were similar in two cultural contexts and the functional properties of the primary and secondary appraisals were similar in tow sex groups.
بررسی تأثیر گروه درمانی شناختی برکاهش افسردگی دانشآموزان
مجله دانش و تندرستي, 2011
Introduction: Depending on its etiology, many methods have been established for the treatment of depression among adolescents; cognitive therapy is one of them. The purpose of the present research was to investigate the effect of cognitive group therapy on decreasing depression among high school students. Methods: From the male students of a boarding high school in Tarom district of Gazvin province, a sample of 16 students were randomly selected and assigned into experimental and control groups. The measurement tool was Beck depression inventory. The experimental group participated in 8 sessions of cognitive therapy, while the control group did not receive any treatment. The mean scores of the two groups were compared through independent t-test. Results: The results of the study showed significant differences between the mean scores of the pre-tests and post-tests of the experimental and control groups, so that cognitive group therapy had reduced the depression mean score in the experimental group (-2.1 vs.-0.25). Conclusion: The findings of the study indicate that cognitive group therapy can reduce the depression among students. These findings can be used for therapeutic planning within the cognitive paradigm to reduce or prevent depression among students.