Lolaty Hamideh A, Ghahari Sharbanoo, Tirgari Abdolhakim, Fard Jabbar Heydari
Department of Psychiatric Nursing, Psychiatry and Behavioral Sciences Research Center, Mazandaran University of Medical, Sciences, Sari, Iran.
Indian J Psychol Med. 2012 Oct;34(4):350-4. doi: 10.4103/0253-7176.108217.
Emotional intelligence has a major role in mental health and life skills training, and could be viewed as a bridge relating to emotional intelligence and mental health.
The present study is aimed at determining the effect of life skills training on the emotional intelligence among the first year students of Mazandaran University of Medical Sciences. MATERIALS AND METHODS: IN THIS EXPERIMENTAL STUDY, THE SUBJECTS WERE SELECTED BY RANDOM SAMPLING AND ALLOCATED INTO TWO GROUPS: Case group (n=20) and control group (n=19); they matched for gender, experience of stressful life events in the past six months, level of interest in the field of study, and level of emotional intelligence. The two groups responded to Bar-on Emotional Quotient Inventory before starting the experiment. Subsequently, the case group underwent life skills training. After the training, Bar-on Emotional Quotient Inventory was responded by the case and control groups again. The data was analyzed using descriptive statistics including Chi-square test, paired and independent t-tests, using SPSS software version 15.
In the case group, the scores of emotional intelligence after life skills training were significantly improved (t=11.703 df=19 P=0.001), while no significant difference was observed in the control group (t=0.683 df =18 P=0.503). By performing programs such as life skills training, the levels of emotional intelligence of the students could be increased, which itself could lead to academic success, reduced substance abuse, and increased stress tolerance in the students.
情商在心理健康和生活技能培训中起着重要作用，可被视为连接情商与心理健康的桥梁。
本研究旨在确定生活技能培训对马赞德兰医科大学一年级学生情商的影响。
在本实验研究中，通过随机抽样选择研究对象并将其分为两组：实验组（n = 20）和对照组（n = 19）；两组在性别、过去六个月内应激性生活事件经历、对学习领域的兴趣水平以及情商水平方面相匹配。两组在实验开始前均完成巴昂情商量表测试。随后，实验组接受生活技能培训。培训结束后，实验组和对照组再次完成巴昂情商量表测试。使用SPSS 15.0软件，通过卡方检验、配对t检验和独立t检验等描述性统计方法对数据进行分析。
在实验组中，生活技能培训后情商得分显著提高（t = 11.703，自由度df = 19，P = 0.001），而对照组未观察到显著差异（t = 0.683，自由度df = 18，P = 0.503）。通过开展生活技能培训等项目，可以提高学生的情商水平，这本身可促使学生学业成功、减少药物滥用并增强压力承受能力。
