استقصاء العلاقة بين الذكاء الانفعالي والمهارات الدراسية لدى طلبة الجامعة الأردنية
DOI:
https://doi.org/10.35516/Hum.2026.6557الكلمات المفتاحية:
الذكاء الانفعالي، المهارات الدراسية، العلاقة الارتباطية.الملخص
الأهداف: هدفت الدراسة إلى استقصاء العلاقة بين كل من الذكاء الانفعالي والمهارات الدراسية لدى طلبة الجامعة الأردنية.
المنهجية: جرى استخدام مقياس الذكاء الانفعالي ومقياس عادات الدراسة بعد التحقق من خصائصهما السيكومترية، وجرى تطبيقهما على عينة عشوائية مكونة من 1382 طالباً وطالبة، موزعين على التخصصات المختلفة وعلى الجنسين.
النتائج: كشفت نتائج الدراسة عن وجود مستوى متوسط من كل من الذكاء الانفعالي والمهارات الدراسية لدى الطلبة، ووجود علاقة ارتباطية موجبة متوسطة الشدة بين مهارات الذكاء الانفعالي من جهة والمهارات الدراسية من جهة أخرى، وأن نسبة التباين الذي تفسره مهارات الذكاء الانفعالي من المهارات الدراسية بلغت 45.3%، وأمكن التوصل إلى معادلة خط الانحدار للتنبؤ بالمهارات الدراسية لدى الطلبة بدلالة مهارات الذكاء الانفعالي. وأظهرت النتائج كذلك وجود تأثير لمتغير جنس الطالب في المهارات الدراسية لصالح الإناث، ولمتغير نوع الكلية في الذكاء الانفعالي لصالح الكليات الصحية، ولمتغير المستوى التحصيلي في الذكاء الانفعالي والمهارات الدراسية لصالح المستوى الأعلى، ولمتغير السنة الدراسية في المهارات الدراسية لصالح طلبة السنة الأولى أو الثانية.
الاستنتاجات: انتهت الدراسة بعدد من التوصيات، منها إجراء المزيد من الدراسات للكشف عن متغيرات أخرى في علاقتها بكل من الذكاء الانفعالي أو المهارات الدراسية.
التنزيلات
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كيفية الاقتباس
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