en بررسی مقایسه‌ای مـؤلفه‌های هوش هیجانی در دانش‌آمـوزان دبیرستانی دارای اختلال بینایی، اختلال شنوایی، تیزهوش و عادی روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article <p style="text-align: justify;"><strong>زمینه و هدف</strong>: هوش هیجانی توانایی است که پیامدهای مثبت بسیاری را برای فرد به‌همراه‌ داشته و بررسی و ارزیابی آن در دانش‌آموزان بسیار حائز اهمیت است. پژوهش حاضر به‌منظور مقایسهٔ مؤلفه‌های هوش هیجانی در دانش‌آمـوزان دبیرستانی دارای اختلال بینایی، اختلال شنوایی، تیزهوش و عادی انجام گرفت.<br> <strong>روش‌بررسی</strong>: در این پژوهش علی‌مقایسه‌ای، جامعهٔ آماری را تمامی دانش‌آموزان دبیرستانی دختر و پسر با اختلال بینایی، اختلال شنوایی، تیزهوش و عادی در شهر اصفهان تشکیل دادند. نمونهٔ پژوهش شامل ۱۲۰ دانش‌آموز بود که به‌صورت دردسترس انتخاب شدند. پرسشنامهٔ هوش هیجانی بار-آن به‌عنوان ابزار جمع‌آوری داده‌ها به‌شکل انفرادی و در محل مدارس توسط آن‌ها تکمیل شد. برای تجزیه‌وتحلیل داده‌ها از تحلیل واریانس چندمتغیری (MANOVA) و آزمون تعقیبی LSD استفاده شد.<br> <strong>یافته‌ها</strong>: بین متغیرهای حل مسئله (۰٫۰۰۱˂<em>p</em>)، شـادمـانی (۰٫۰۰۱˂<em>p</em>)، استقلال (۰٫۰۰۱˂<em>p</em>)، خودشکوفایی (۰٫۰۰۳=<em>p</em>)، خودآگاهی هیجانی (۰٫۰۰۴=p)، واقع‌گرایی (۰٫۰۴۴=<em>p</em>)، خوش‌بینی (۰٫۰۰۳=<em>p</em>)، انعطاف‌پـذیـری (۰٫۰۰۳=<em>p</em>)، مسئولیت‌پذیری (۰٫۰۰۱˂<em>p</em>) و همدلی (۰٫۰۳۰=<em>p</em>) در بین چهار گروه دانش‌آموز تفاوت معنا‌داری وجود داشت. همچنین، بین متغیرهای تحمل فشار روانی (۰٫۳۶۲=<em>p</em>)، روابط بین‌فردی (۰٫۱۰۵=<em>p</em>)، عزت‌نفس (۰٫۵۴۸=<em>p</em>)، کنترل تکانش (۰٫۱۵۶=<em>p</em>) و خودابرازی (۰٫۰۷۳=<em>p</em>) در بین گروه‌ها تفاوت معنا‌داری مشاهده نشد.<br> <strong>نتیجه‌گیری</strong>: براساس نتایج پژوهش حاضر، می‌توان با تدارک برنامه‌های آموزشی برای افزایش هوش هیجانی و به‌دنبال آن، کاهش مشکل‌های عاطفی‌روانی‌اجتماعی این گروه‌ها پیشگیری کرد.</p> <p style="text-align: justify;"><strong>Background & Objective</strong>: Emotional intelligence refers to the ability of controlling one&rsquo;s own emotional tendencies and understanding feelings of other individuals which results in the occurrence of calm and calculated behaviors in relation with others and continence. In fact, it is via emotional intelligence that an individual is able to keep his/her positive mood and enhance it. This ability generates a lot of positive consequences for the individuals. Thus, its investigation and evaluation in students with special needs (e.g. visually impaired, hard-of-hearing and gifted high school students) as well as their peers in normal education schools is very significant. Because of suffering from limitations and deprival, those students with special needs are deprived of a lot of experiences which can have a lot of influences on their emotional transformation and elaboration; the present study is to compare components of emotional intelligence in high school students with visual impairment, hearing impairment, as well as gifted and peers in normal education schools.<br> <strong>Methods</strong>: The present study is a causal-comparative research. The population consisted of all male and female high school students with visual impairment, hearing impairment, and gifted and normal ones. The sample size included 120 students selected via the convenience sampling technique. As a result, 30 students with visual impairment, 30 ones with hearing impairment, 30 gifted ones, and 30 normal ones were selected. The sample groups were homogenized in terms of age, gender, and academic grades. The Bar-On EQ I&reg; was selected for collecting data both individually and in schools. To analyze data at the descriptive level, mean and standard deviation, and at the inferential level, MANOVA and Fisher&#39;s Least Significant Difference (LSD) follow-up test were employed.<br> <strong>Results</strong>: There is significant differences among the four groups of participants in terms of variables of problem solving (<em>p</em>˂0.001), happiness (<em>p</em>˂0.001), independence (<em>p</em>˂0.001), self-actualization (<em>p</em>=0.003), emotional self-awareness (<em>p</em>=0.004), realism (<em>p</em>=0.044), optimism (<em>p</em>=0.003), flexibility (<em>p</em>=0.003), accountability (<em>p</em>˂0.001), and sympathy (<em>p</em>=0.030). Moreover, no significant difference was observed among the groups in terms of variables of stress tolerance (<em>p</em>=0.362), interpersonal relationships (<em>p</em>=0.105), self-esteem (<em>p</em>=0.548), impulse control (<em>p</em>=0.156), and self-instrument (<em>p</em>=0.073).<br> <strong>Conclusion</strong>: Findings indicated that those four groups of students were significantly different in terms of components of emotional intelligence. Emotional intelligence bestows this skill to individuals to manage their life pressures whose main part is the emotional aspect and solve their problems optimally. Students with special needs (high school students with visual and hearing impairments) are lacking in this skill. As a result, this issue imposes limitations on their lives and cusses them to experience a number of problems. According to the results of the present study, and since emotional intelligence should be a skill for explaining psychological problems of those groups and play an effective role in handling their social-emotional problems, by preparing educational programs for enhancing their emotional intelligence and consequently reducing their emotional-psychological-social problems, the grounds can be provided for growing their emotional intelligence and reducing their family and social problems.</p> هوش هیجانی, اختلال بینایی, اختلال شنوایی, تیزهوش. Emotional Intelligence, Visual Impairment, Hearing Impairment, Gifted. 78 78 http://jdisabilstud.org/browse.php?a_code=A-10-670-1&slc_lang=en&sid=1 Nayereh Naghdi نیره نقدی na.naghdi@ut.ac.ir 100319475328460030397 100319475328460030397 No University of Tehran دانشگاه تهران Sogand Ghasemzadeh سوگند قاسم زاده s.ghasemzadeh@ut.ac.ir 100319475328460030398 100319475328460030398 Yes University of Tehran دانشگاه تهران Gholam Ali Afrooz غلامعلی افروز afrooz@ut.ac.ir 100319475328460030399 100319475328460030399 No University of Tehran دانشگاه تهران