پایان نامه رشته زبان انگلیسی:ارتباط بین هوش هیجانی ودرک مطلب: مطا لعه موردی بر روی دانشجویان سال سوم دانشگاه آزاد اسلامی واحد بندرعباس

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

عنوان : پایان نامه رشته زبان انگلیسی:ارتباط بین هوش هیجانی ودرک مطلب: مطا لعه موردی بر روی دانشجویان سال سوم دانشگاه آزاد اسلامی واحد بندرعباس

دانشگاه آزاد اسلامی

واحد علوم و تحقیقات هرمزگان

 

پایان نامه کارشناسی ارشد آموزش زبان انگلیسی  M.A))

 

موضوع:

ارتباط بین هوش هیجانی ودرک مطلب: مطا لعه موردی بر روی دانشجویان سال سوم دانشگاه آزاد اسلامی واحد بندرعباس

استاد راهنما:

دکتر سید آیت الله رزمجو

استاد مشاور:

دکتر فرزین فهیم نیا

سال تحصیلی: 1393-1392

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چکیده

 

هدف از نگارش این تحقیق بررسی ارتباط بین هوش هیجانی و درک مطلب دانشجویان زبان سال سوم دانشگاه ازاد اسلامی واحد بندرعباس بود. 60 دانشجو در انجام این تحقیق شرکت کردند که لازم به ذکر است جنسیت افراد در آن نقشی نداشت. از شرکت کننده ها درخواست شده بود به دو تست متفاوت پاسخ دهند: اول به فرم خلاصه شده تست هوش هیجانی  شامل 90 سوال ودوم به تست درک مطلب تافل، شامل 4 متن و 30 سوال. مقایسه نمره های میانگین هر دو تست نشان دهنده ارتباط ضعیف بین این دو متغیر -هوش هیجانی و درک مطاب- بود. همان طور که نتایج بدست امده نشان داده اند, ارتباط معناداری بین هوش هیجانی شرکت کننده ها وتوانایی انها در درک مطلب وجود داشت ( میزان معناداری=0.29) اما, نه به اندازه ای که از ان انتظار می رفت.

کلمات کلیدی: شورو هیجان, هوش, هوش هیجانی, بهره هوشی, خواندن و درک مطلب

Table of Contents

PageContents                              
1Abstract
 Chapter One: Introduction
31.1 Introduction
31.2 Background
71.3 Statement of the problem
81.4 Significance of the study
81.5 Objective of the study
91.6 Research questions and hypotheses
91.7 Limitations and delimitations of the study
91.8 Definitions of key terms
9     1.8.1 Emotion
91.8.2 Intelligence
9     1.8.3 Emotional Intelligence
111.8.4 Emotional quotient
111.8.5 Reading
11 1.8.6 Reading Comprehension
 Chapter Two: Review of the Related Literature

 

142.1 Introduction
142.2 Emotional Intelligence
14     2.2.1 A Brief History of Emotional Intelligence
242.3 Models of Emotional Intelligence
242.3.1 Ability Model
252.3.2 Mixed Model
262.3. 3 Trait Model
272.4 Basic Criteria
282.5 Theoretical Considerations
28    2.5.1 Emotion
292.5.2 Intelligence
342.5.3 Definitions of the 5 main categories of EI and their 15 sub-categories based on Bar-on’s classification (1996
342.5.3.1 Intra-Personal
34    2.5.3.1.a Self-regard
342.5.3.1.b Emotional self awareness
352.5.3.1.c Assertiveness
352.5.3.1.d Independence
352.5.3.1.e Self-actualization
35  2.5.3.2 Inter-Personal
352.5.3.2.a Empathy
362.5.3.2.b Social responsibility
362.5.3.2.c Inter-Personal relationship
362.5.3.3 Stress-management
36 

2.5.3.3.a Stress Tolerance

362.5.3.3.b Impulse control
362.5.3.4 Adaptability
362.5.3.4.a Reality Testing
362.5.3.4.b Flexibility
362.5.3.4.c Problem solving
372.5.3.5 General mood
372.5.3.5.a Optimism
372.5.3.5.b Happiness
372.6 Assessment Tools of Emotional Intelligence
402.7 Reading comprehension
402.7.1 A Brief History of Reading Comprehension
452.8 Theories behind Reading Comprehension
452.8.1 Schema Theory
462.8.2 Mental Model Theory
462.8.3 Proposition Theory
472.9 Strategies of improving reading comprehension based on the mentioned theories
482.10 Purposes of Reading Comprehension Strategies
482.11 What is Comprehension?
502.12 Studies carried out on the relationship between emotional intelligence and reading comprehension
 Chapter Three: Methodology
533.1 Introduction
533.2 Design
533.3 Participants
543.4 Instruments
54 3.4.1 Bar-on Emotional Quotient Inventory
553.4.2 Reading Comprehension Test
563.5 Data collection procedure
563.6 Data analysis

 

 

 Chapter 4: Results and Discussion

 

594.1 Introduction
594.2 Descriptive Statistics
59     4.2.1 Descriptive statistics for the scores of emotional intelligence test
60     4.2.2 Descriptive statistics for the scores of reading comprehension test
614.3 Inferential Statistics
614.3.1 Is there any relationship between emotional intelligence and reading comprehension?
704.4 Discussion
 Chapter 5: Summary, Conclusion, Implication & Suggestion
735.1 Introduction
735.2 Summary of the study
745.3 Conclusion
765.4 Pedagogical Implications
775.5 Suggestions for further research
 References                                                                                    
 Appendices:
96Appendix I
101Appendix II
107Appendix III
116Appendix IV
121Abstract in Persian

 

 

 

 

Lists of Tables

PageTables
55Table 3.1. Reliability of the EI questionnaire
60Table 4.1. Descriptive statistics for the scores of emotional intelligence test
60Table 4.2. Descriptive statistics for the scores of reading comprehension test
61Table 4.3. correlation between EI and reading comprehension (RC) tests in     general
62Tables 4.4. The correlation between all the questions of EI, one by one, with the total scores of RC
62Table 4.5. Correlation between 1st  main category of EI and its sub categories and reading comprehension
62Table 4.6. Correlation between 2nd  main category of EI and its sub categories and reading comprehension
63Table 4.7. Correlation between 3rd main category of EI and its sub categories and reading comprehension
63Table 4.8. Correlation between 4th  main category of EI and its sub categories and reading comprehension
63Table 4.9. Correlation between 5th main category of EI and its sub categories and reading comprehension

 

 

 

Lists of Graphs

PageGraphs
65Graph 4.1. It shows the weak relationship between emotional intelligence and reading comprehension
66Graph (4.2 &3). They show a big difference between the EI and RC `s mean scores
68Graphs 4.4. The frequency graphs of the participants` answers to the 90 items of EI test

 

 

 

List of Abbreviations

 

 

EI                       Emotional intelligence

EQ                     Emotional Quotient

EQ-I                   Bar-On Emotional Intelligence Quotient Inventory

IQ                       Intelligence Quotient

RC                      Reading Comprehension

 

 

 

Abstract

The Relationship between Emotional Intelligence and Reading Comprehension: A Case Study of Junior Students of Bandar Abbas Islamic Azad University

 

The aim of the present research was to investigate the relationship between emotional intelligence and reading comprehension of junior students of Bandar Abbas Islamic Azad University majoring in English. 60 students took part in this research and it is worth mentioning that gender had no role in this study. The participants were asked to answer two different tests: first, a short form of Bar-on`s emotional intelligence test consists of 90 questions and second, a TOEFL reading comprehension test including 4 passages and 30 questions. Comparing the mean scores of the two tests indicated a weak relationship between these two variables. As the obtained results depicted emotional intelligence had significant correlation with the participants’ reading comprehension abilities (r=0.29) but, this relation was not to the extent that is expected to be.

 

Key terms: emotion, intelligence, emotional intelligence, emotional quotient, reading, and reading comprehension.

 

 

 

Chapter one

 

 

Introduction

 

 

 

 

 

 

1.1 Introduction

This chapter presents a brief background to the study of Emotional Intelligence and Reading Comprehension. Then it will be followed by the significance and objective of the study, research question and hypothesis, limitations and delimitations of the study and finally, the definitions of key terms.

 

1.2 Background

A comprehensive initial theory of emotional intelligence (EI) that could be measured appeared 20 years ago in the scientific literature (Mayer, Salovey, & DiPaolo, 1990; Salovey & Mayer, 1990). Thus, the term emotional intelligence was first introduced by Salovey and Mayer (1990) in the early 1990s and was made popular by Daniel Goleman with the 1995 publication of his book, Emotional Intelligence: Why It Can Matter More Than IQ. But, the earliest roots of emotional intelligence can be found in Charles Darwin‘s work on the importance of emotional expression for survival and, second, adaptation (Bar-On, R., 2006). In 1872, Charles Darwin published the first known work on the importance of emotional expression for survival and adaptation, a component of emotional-social intelligence (Bar-On, 2005). Then, educators and policy makers have become increasingly aware of the significance of providing students with educational opportunities that enhance their emotional development (Graczyk, Weissberg, & Payton, 2000). In the field of psychology the roots of emotional intelligence can be traced back to the beginnings of the intelligence testing movement when, in 1920, E. L. Thorndike was the first to identify the aspect of emotional intelligence as social intelligence (Goleman, 2001, p. 16). According to Thorndike (1920), the concept of social intelligence refers to the “ability to understand and manage men, women, boys, and girls and to act wisely in human relations” (p. 228). E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people. Goleman (2001) says that Howard Gardner revitalized the concept of emotional intelligence with his model of multiple intelligences. In 1983, Howard Gardner‘s Frames of Mind: The Theory of Multiple Intelligences introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one’s feelings, fears and motivations). In Gardner’s point of view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability (Smith, M.K., 2002). Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that his models of intelligence would not be completed until he could adequately describe these factors (Bar-On, R., 2006). However, in 1988, Reuven Bar-On is reported as the first to assess emotional intelligence,  it is reported that Bar-On used the term emotional intelligence (EQ) in his doctoral dissertation long before it gained popularity as a name for emotional intelligence and long before Salovey and Mayer published their first model of intelligence (Goleman, 2001). Salovey and Mayer (1990) describe emotional intelligence as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p. 189). As they describe emotional intelligence is the ability to perceive emotion, to access and generate emotions so as to assist thought; to understand emotions and emotional knowledge; to reflectively regulate emotions so as to promote emotional and intellectual growth. They also believe that there are four parts to emotional intelligence, which include (a) perceiving emotions, (b) using emotions to assist thought, (c) understanding emotions, and (d) managing emotions. In order for a person to be emotionally intelligent, they should be skilled in all four of these areas (Salovey & Mayer, 1990). However, in comparison, Goleman (1995) posits that emotional intelligence consists of five components: (a) knowing our emotions (self-awareness), (b) managing them, (c) motivating ourselves, (d) recognizing emotion in others (empathy), and (e) handling relationships.

Here, is a brief history of Emotional Intelligence by Kendra Cherry as cited in (psychology.about.com):

  • 1930s – Edward Thorndike describes the concept of “social intelligence” as the ability to get along with other people.
  • 1940s – David Wechsler suggests that affective components of intelligence may be essential to success in life.
  • 1950s – Humanistic psychologists such as Abraham Maslow describe how people can build emotional strength.
  • 1975 – Howard Gardner publishes The Shattered Mind, which introduces the concept of multiple intelligences.
  • 1985 – Wayne Payne introduces the term emotional intelligence in his doctoral dissertation entitled “A study of emotion: developing emotional intelligence; self-integration; relating to fear, pain and desire (theory, structure of reality, problem-solving, contraction/expansion, and tuning in/coming out/letting go).”
  • 1987 – In an article published in Mensa Magazine, Keith Beasley uses the term “emotional quotient.” It has been suggested that this is the first published use of the term, although Reuven Bar-On claims to have used the term in an unpublished version of his graduate thesis.
  • 1990 – Psychologists Peter Salovey and John Mayer publish their landmark article, “Emotional Intelligence,” in the journal Imagination, Cognition, and Personality.
  • 1995 – The concept of emotional intelligence is popularized after publication of psychologist and New York Times science writer Daniel Goleman’s book Emotional Intelligence: Why It Can Matter More Than IQ.

To comprehend the ideas in the material is the main goal of reading. Thus, without comprehension, reading would be empty and meaningless. Reading comprehension is very crucial to the success of individuals during their education and beyond. To be successful in education, in work and even in hobbies, people must be able to understand the text that is ever present in the environment. Theories of text comprehension contend that as readers process text, they form a mental representation of the text (van den Broek, Young, Tzeng, & Linderholm, 1998; Graesser, Singer & Trabasso, 1994). This mental representation includes information relaing to the people, settings, actions and events either described explicitly or implied by the text (Garnham, 1996). When we are reading a text, we are unable to compute all the information presented to us, mainly because of processing limitations. We therefore construct a model of the situation, what can be referred to as a state of the world (Garnham & Oakhill, 1994), based on some elements presented to us and based on information stored in our long-term memory.

As Vygotsky (1978) suggests, reading is a mode of communication, and it is a social mediated language-learning activity. As a result, reading comprehension involves emotional processing and is essential to life success.

Souvignier & Moklesgerami (2006) defined Reading comprehension as one`s ability to read and remember, reproduce, learn from, and find deeper meaning in text for later use.

In the process of reading comprehension, readers use previous knowledge to handle the text and create new knowledge. The more knowledge a person brings to his or her reading, the more he or she will understand the text (Brandao & Oakhill, 2005; Guterman, 2003). Others say that good reading comprehension requires the reader to be active, and to be able to evaluate the text, preview the text, make predictions, make decisions during reading, review for deeper meaning, find inconsistencies, and evaluate his or her own understanding (Houtveen & van de Grift, 2006; Lau, 2006; Lau & Chan, 2003).

 

1.3 Statement of the problem

As Gardner (2006) states, in order to understand the complexity of language learning process, attention should be attached to internal mechanisms and social interpersonal interaction involved in this process. Therefore, emotional intelligence can be a great help since, as Coleman (2001) says, it not only serves as an international mechanism, but also interlocks with the external environment.  Although variety factors are involved in comprehending a text, it seems that intelligence is an integral part of it. .But, what matter is that we most believe good comprehension of a text is mainly relates to the one`s previous knowledge and experiences not his/her intelligence. The issue is that whether intelligence is an abstract and passive factor in comprehending of a text or really a vital one. Therefore in this study, the relationship between emotional intelligence and reading comprehension is supposed to be investigated to clarify the underlying intelligence areas related to reading comprehension.

 

تعداد صفحه : 138

قیمت : 14000تومان

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