بررسی رابطه هوش هیجانی و فراشناخت با مهارت حل مساله در دانش آموزان دوره اول متوسطه شهر شیراز

نوع مقاله : مقاله پژوهشی

نویسندگان

• امل شیخانی ¹
• علی شجاعی فرد ²

¹ کارمند آموزش و پرورش شهرستان شادگان

² دانشیار گروه مدیریت، دانشگاه پیام نور، تهران، ایران (نویسنده مسئول)

چکیده

کلیدواژه‌ها

• واژگان کلیدی: هوش هیجانی
• فراشناخت
• مهارت حل مساله

عنوان مقاله [English]

Investigating the relationship between emotional intelligence and metacognition with problem solving skills in first grade high school students in Shiraz

نویسندگان [English]

Amal Sheikhani: Education employee of Shadgan city.

Ali Shojaeifard*: Associate Professor, Department of  Management, Payamenoor University, Tehran, Iran.

چکیده [English]

Detailed Abstract

Introduction: The present study was conducted with the aim of investigating the relationship between emotional intelligence and metacognition with problem solving skills in first year high school students of smart and normal schools in Shiraz.

Materials and methods: This is a descriptive correlational research and its statistical population includes 61,821 first-year high school students of smart and normal schools in Shiraz in the academic year of 2018-2019. For this research, a sample of 400 students (200 girls and 200 boys) were selected according to the tables and multi-stage cluster sampling method. Bradbury and Graves' emotional intelligence (2005) and Hepner Peterson's PSI solution questionnaire (1982) and O'Neil and Abedi's state metacognition questionnaire (1996) were used to collect data. The data were analyzed using Pearson's correlation coefficient and multiple regression.

Results and discussion: The present study was conducted with the aim of investigating the relationship between emotional intelligence and metacognition with problem solving skills in first year high school students of smart and normal schools in Shiraz. The findings of Table 1 showed that the correlation coefficient between emotional intelligence and problem-solving skills with metacognition in first-year high school students is significant. That is, there is a significant and direct relationship between emotional intelligence and metacognition to the extent of (r = 0.527). According to the coefficient of determination (2r), 27.8% of the variance of emotional intelligence and metacognition was shared. Also, there is a significant and direct relationship between problem solving skill and metacognition to the extent of (r = 0.315), based on the coefficient of determination (2r), 9.9% of the variance of problem solving skill and metacognition was shared, so the main hypothesis of the research is based on It was confirmed that there is a significant relationship between emotional intelligence and problem-solving skills with metacognition in first-year high school students. The results of the research are in line with the findings of Nadi et al. (2013) regarding the effect of teaching critical thinking, problem solving and metacognition on self-directed learning in students. They came to the conclusion that teaching critical thinking, problem solving and metacognition has the same result. It has increased metacognition. Also, the findings of the research are in line with the findings of Talebzadeh et al. (2013), they found that there is a relationship between emotional intelligence and metacognitive awareness. Among the foreign researches, it is possible to refer to Leaf's (2003) research. He found that there is a relationship between emotional intelligence and academic achievement. Also, the current research is in line with the research of Ohta et al. (2012). They found that there is a difference in problem solving ability between two groups with high metacognitive skill and low metacognitive skill. In explaining the findings of this hypothesis, it can be acknowledged that one of the ways through which information acquires meaning is metacognition. Cognitive awareness occurs when a student is aware of his or her cognitive skills. A student who is aware of his weak memory may write down the daily tasks in a notebook so that he can do them at home without forgetting. The findings of Tables 1 and 2 showed that the correlation coefficient between emotional intelligence and metacognition in the first secondary students of smart schools is significant. That is, there is a significant and direct relationship between emotional intelligence and metacognition (r=0.617). Therefore, the first sub-hypothesis that there is a significant relationship between emotional intelligence and metacognition in the first secondary students of smart schools was confirmed. Also, there is a significant relationship between emotional intelligence and metacognition in the first secondary school students of normal schools. That is, there is a significant and direct relationship between emotional intelligence and metacognition (r=0.420). Therefore, the second sub-hypothesis that there is a significant relationship between emotional intelligence and metacognition in the first secondary school students of normal schools was confirmed. The results of the research are in line with the findings of Zainei and Khosrow Javid (2009). They concluded that emotional intelligence is related to problem solving skills, which itself leads to metacognition. The results of the research are in line with the results of Talebzadeh et al.'s research (2013). They found that there is a relationship between emotional intelligence and metacognitive awareness. In explaining the findings of this hypothesis, it can be acknowledged that metacognition is knowledge about thinking and learning activities and their control, or examining one's knowledge, or in other words, knowledge or cognitive activity that includes a cognitive topic or a cognitive activity. Gives. Also, metacognition is different from people's knowledge about their nature as a cognitive system and knowledge about the nature of cognitive tasks. So our awareness and knowledge is about our own cognitive processes and how to use them optimally to achieve learning goals. Considering that emotional intelligence is the understanding of other people's feelings and the ability to manage one's mood well, and it is about recognizing one's own and others' feelings and using them to make appropriate decisions; The existence of a relationship between emotional intelligence and metacognition emphasizes the fact that when faced with problems, a person has reached such knowledge and self-awareness that he can make the right decisions regardless of emotions and feelings. The existence of such a relationship in smart and normal school students helps teachers to help students acquire more metacognitive skills. Also, there is a significant relationship between problem solving skills and metacognition in students of the first secondary level of normal schools. The findings of Tables 3 and 4 showed that the correlation coefficient between problem solving skills and metacognition in first secondary students of smart schools is significant. That is, there is a significant and direct relationship between problem solving skills and metacognition (r=0.418). The findings of Tables 3 and 4 show that the correlation coefficient between problem solving skills and metacognition is significant in the first secondary school students of normal schools. That is, there is a significant and direct relationship between problem solving skills and metacognition (r=0.200). The results of the research are in line with the findings of Ohta et al. (2012). They also found that metacognition helps in solving the problem of electronic circuits. The results of the research are in line with the findings of Nadi et al. (2013), they found that there is a relationship between problem solving and metacognition.

Conclusion: The general conclusion of the research showed that by strengthening emotional intelligence and metacognition among students, it is possible to help improve their problem solving skills in schools.

کلیدواژه‌ها [English]

Keywords: emotional intelligence, metacognition, problem solving skills