Emotional Intelligence, Emotional Self-regulation and Dispositional Mindfulness in High School Intelligent Students

Authors

  • Rasoul Heshmati Assistant Professor, Faculty of Education and Psychology, Tabriz University, Tabriz, Iran
  • Esmail Ahmadkhanloo

DOI:

https://doi.org/10.6092/2282-1619/2017.5.1552

Keywords:

Emotional Intelligence, Mindfulness, Emotional Sel-fRegulation, Gifted Students

Abstract

The aim of current investigation was to study the relationship among emotional intelligence, mindfulness and emotional self-regulation in high school intelligent students. in line with the objectives of the study, using sectional method 144 intelligent students (77male and 67 female) of intelligent schools were selected in random sampling method. They were asked to fill Bar-On EQ-i, FFMQ, and Self-Regulation Questionnaire (SRQ) Data were analyzed using chi square, t-test, and Pearson’s moment correlation and multivariate regression statistical tests. chi square tests revealed that the two studied male and female intelligent students have no significant difference in the demographic variables. Moreover results of the t-test indicated that the two groups have significant difference in emotional intelligence. Results of stepwise regression indicated that variables of acting with awareness and no reaction from mindfulness variable explains about 17% of emotional self-regulation variance. Moreover, the components of problem solution and optimism about emotional intelligence explain 38% of emotional self-regulation. According to the results, it can be concluded that from components of mindfulness, acting with awareness and no mental reaction and from components of emotional intelligence, problem solution and optimism play a major role in emotional self-regulation of the intelligent students. Hence it seems necessary to pay much attention to the role of such components in emotional self-regulation and decreasing negative emotions of such students.

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Published

23-08-2017

Issue

Vol. 5 No. 2 (2017)

Section

Clinical Psychology

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