Volume 3, Number 4 (Winter 2017)                   JECH 2017, 3(4): 45-51 | Back to browse issues page


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Nouri N, Moeini B, Ghaleiha A, Faradmal J, Zareban I. The effect of emotional intelligence training applying Social Support Theory on reducing percieved stress and promoting communication skills among male high school students in Hamadan. JECH. 2017; 3 (4) :45-51
URL: http://jech.umsha.ac.ir/article-1-234-en.html

1- MSc, Zahedan University of Medical Sciences, Zahedan, Iran.
2- Associate Professor, Social Determinants of Health Research Center and Department of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran. , Babak_moeini@umsha.ac.ir
3- Professor, Research Center for Behavioral Disorders and Substances Abuse, Hamadan University of Medical Sciences, Hamadan, Iran.
4- Associate Professor, Modeling of Noncommunicable Disease Research Center and Department of Biostatistic, Hamadan University of Medical Sciences, Hamadan, Iran.
5- Associate Professor, Health Promotion Research Center, Zahedan University of Medical Sciences, Zahedan, Iran.
Abstract:   (669 Views)

Objective:

Today, 80% of the success of people is related to some skills that will somehow be associated with emotional intelligence, the aim of this study was to evaluate the effect of emotional intelligence training applying social support theory on reducing percieved stress and promoting communication skills among male high school students in Hamadan

Materials and Methods:

In this experimental study, 100 male high school students in Hamadan were randomly assigned into two groups of intervention and control. The intervention included 5 sessions for students and 2 sessions for parents and scool teachers, manuals, educational CD, blogs and SMS reminders respectively. Measures included the social support theory, emotional intelligence, communication skills, and perceived stress that was conducted in three stages . Data were analyzed with SPSS software16 and Chi Squre test, T-test and Repeated measure design.

Results:

The results were showed significant differences between the scores of students in the theoretical construct of social support, emotional intelligence, communication skills, and perceived stress in both intervention and control groups, one month and two months after intervention.

Conclusion:

The results showed that emotional intelligence training on the theory of social support can effectively reduce stress on understanding and improving the communication skills of students and set ( or could use) the theoretical framework for the design and evaluation of educational .

     
Type of Study: Research Article | Subject: Special
Received: 2016/12/25 | Accepted: 2017/03/17

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