INCREASING EMOTIONAL INTELLIGENCE BY EFFECTIVE COMMUNICATION SKILL TRAINING AMONG FEMALE UNIVERSITY STUDENTS

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1 INCREASING EMOTIONAL INTELLIGENCE BY EFFECTIVE COMMUNICATION SKILL TRAINING AMONG FEMALE UNIVERSITY STUDENTS Aghdas Safari, Dina Leabarnovic Faculty of Education University of Malaya Azam Safari Islamic Azad University, Tehran Science and Research ABSTRACT The study was a true-experimental pre-post design including two groups of female university students from Azad university in Tehran (n = 60). The study was a true-experimental pre-post design including two groups of female university students from Tehran university (n = 60). All participants were asked to complete Baron Emotional Intelligence Inventory (Bar-on, 1997) pre-post questionnaires. The effective communication skill Training group was exposed to five days of two hour effective communication skill Training, while the control group was only given pre-post questionnaires. ANCOVA analysis results among the experimental group showed that the training program was effective in raising the level of emotional intelligence significantly. It was recommended that, effective communication skill Training should be used as an adjunct strategy to improve student emotional intelligence among adolescent and adult students. Field of Research: Effective Communication Skill Training, Emotional Intelligence, Female Introduction The elements of Emotional Intelligence: being aware of our feelings and handling disruptive emotions well, empathizing with how others feel, and being skilful in handling our relationships are crucial abilities for effective living (Parker et al 2004,). The educational system of a country is an association which goes handin-hand with the families in training students and getting them ready for their future lives, and teaching them social and emotional skills Various researchers (Cherniss & Adler, 2000; Goleman, 2004) have shown that people with higher EI adapt themselves well to new obstacles in life. Since being compatible with different situations of life can result in better mental health and peace, paying attention to methods that can promote these results is important for any population. Macoland (2000) has proven the role and effect of EI on the advancement of education and adaptation skills. Bar-On (1997) also believes that improving EI results in knowing one s self and the surrounding environment is necessary for meeting social demands ). 4-5 June 2013, Penang, MALAYSIA. Organized by WorldConferences.net 1231

2 2. Interpersonal communication Interpersonal communication is important in the university students in two major ways. First, emotions have an impact on learning; students influence our ability to process information and to accurately understand what we encounter. For these reasons, it is important for students to create a positive, emotionally safe university environment to ensure optimal learning. Second, learning how to manage feelings and relationships constitutes a kind of Emotional Intelligence that enables success Majeski, S. A. (2004b). Emotional Intelligence expands based on Howard Gardner s theory of multiple intelligences, in particular, the intrapersonal and interpersonal intelligences he defines, which deal with understanding oneself and others (Gardner, 1999). Specific behaviors and skills can be taught to help students develop Emotional Intelligence. 3. Effect of Interpersonal communication training Problem behaviors among youth have also been found to be related to a deficit in EI. The research results showed that the necessary skills for students at the University exist in skills of effective relationships, The origin of problematic behaviors is multifarious, and psychological inquiry regarding the factors leading to externalized behavior problems such as rule-breaking, conduct problems, has revealed a number of variables that may play a role. Parenting practices, socioeconomic status, intellectual ability (Lam, L. T., & Kirby, S. L. (2002). have all been found to be related to some form of problem behavior. Less Communication with others to have feelings loneliness, nervousness sleeplessness and worrying may result. Effective coping strategies facilitate the return to a balanced state, reducing the negative effects of behaviors among youth have also been found to be related to a deficit in EI Ciarrochi, J., & Mayer, J. (2007). Research has shown that people of high EI attain higher scores in empathy, self-review and selfcontrol in different social conditions. They have shown better and kinder behavior towards their others Dryfoos, J. G. (1997) and could better manage their communion. 4. Theoretical Framework Pretest Groups Posttest Emotional Intelligence(EI) Interpersonal communication training Emotional Intelligence(EI) Emotional Intelligence(EI) Control Emotional Intelligence(EI) Dependent variables from the treatment group of students EQ-i assessments included the overall emotional intelligence score, stress management skills was independent variables. 5. Methodology In order to address research questions, a true experimental design was applied. The samples are randomly selected from the population, the independent variable is systematically manipulated, participants are randomly assigned to groups, and a pretest, a posttest and a control group establish a baseline to ensure that effects are linked to the manipulation. This research examined Total EQ Scale scores and five Composite Scale scores as measured by the Bar-On EQ-i (Bar-On, 2002) ). 4-5 June 2013, Penang, MALAYSIA. Organized by WorldConferences.net 1232

3 5.1 Sample and data collection method The statistical population of this study was female Bachelor students of Education and Psychology faculties of Islamic Azad University - Roodehen (Iran), enrolled in the first semester of academic year. A structured group-administered questionnaire using 5-point Likert scale was used in assessing the students self-reported experiences and feedbacks. The students were gathered and asked to respond to the questionnaire in a group administered setting in the faculty conference halls. 6. Instrument The Bar-On Emotional Intelligence (EI) Inventory includes 133 short-question items, and employs a 5-point Likert scale (Bar-On, 1997). 7.1 Reliability analysis The method of verification and the method for calculating Cronbach alpha reliability coefficient were used in this trial after one month. The results of normalization showed that the test has acceptable validity and reliability.76 (Bar-on 2002) and in Iran has shown that the test has acceptable validity and reliability at 73% (Dehshery 2002). 7.2 Instrumentation Study variable No. Of Item source of scale Type of item Emotional Intelligence 133 Bar-On 5-point Likert Sample and data collection method The statistical population of this study was 60 female Tehran university students. In order to perform data analysis in this study was Ancova provided the statistical analysis by examining the improve Emotional Intelligence (EI) by effective communication skills Training among female University Students. 7.4 Descriptive statistics & analysis The present study has been done with the aim of increasing the student s Emotional Intelligence. This research designed programs of educating for interpersonal communicational skills among university students. In this study, we used the experimental research method with a control group (skill education for interpersonal communications independent variable and Emotional Intelligence as the dependent variable). In determination of the research sample, after completion the Bar-On EI pretest among junior students of university, 60 cases were selected by chance and placed in two groups.30 students in the interpersonal skills education group and 30 in control group. 8. Finding & Discussion The present study has been done with the aim of increasing the student Emotional Intelligence. Results to demonstrate a statistically significant improvement in emotional intelligence and the five schools that comprise Bar-On s model of emotional intelligence as measured by the EQ-i. The scales of intrapersonal, interpersonal, adaptability, general mood, and stress management were analyzed for improvement ). 4-5 June 2013, Penang, MALAYSIA. Organized by WorldConferences.net 1233

4 Table 1: Mean emotional intelligence subscales Students pretest, posttest groups trained with the skills of interpersonal Communication skills before and after the education. Groups Commu nication Communi cation Commun ication Communi cation control control control control Stage Pre-test Post-test Pre-test Post-test Variable SD X SD X SD X SD X Self -awareness Self - esteem Self - regard Self -actualization Independent Empathy Interpersonal relationship Social responsibility Problem solving Reality Flexibility Stress tolerance Impulse control Happiness Optimism Table 1 shows the data on students' scores on subscales of emotional intelligence in groups trained with the skills of interpersonal communication in two phases: before and after the education is different. So that the mean scores of groups of subjects trained with the skills of communication stage of education is clearly increased. But the control group, the average results of students in two phases: before and after the test is almost similar to each other and almost identical and no difference together ). 4-5 June 2013, Penang, MALAYSIA. Organized by WorldConferences.net 1234

5 Table 2: Mean and standard deviation of "emotional intelligence" students Pretest &Posttest groups separately Group Variable N Group Communication The total score of emotional intelligence -pre-test Communication The total score of emotional intelligence -post test Control The total score of emotional intelligence pre test Control The total score of emotional intelligence -post test Control The difference between pre-test and post-test score Changes the mean scores on emotional intelligence and communication skills subjects trained with 164/91 respectively. The changes in mean scores on emotional intelligence and the control group are equal to 38/45 respectively. 8. Conclusion and Future Recommendation Results of this study showed that effective communication skills played a pivotal role to increasing Emotional Intelligence. The emotional intelligence among groups of students trained with the skills, effective communication in two phases: before and after the education is different. So, that communication skills subjects trained effect of improving scores on emotional intelligence. It is suggested that some courses concerning this context be held in different levels of schooling system for the students and a more serious effort be made in order to improve the EI level of the students. Also, suggest that resemble research perform on men student in junior school and junior high school and other university students. Acknowledgement This research was supported by the University of Malaya. The authors would like to give special thanks to staff members of Tehran universities. References Bar-On, R. (2002). EQ-i Bar-On Emotional Quotient Inventory: Technical manual. North Tonawanda, MY:MHS. Bar-On, R. (1997a). Bar-On Emotional Quotient Inventory: User s manual. Toronto, Canada: MultiHealth Systems. Ciarrochi, J., & Mayer, J. (2007). Applying emotional intelligence. A practitioner's guide. New York. Dryfoos, J. G. (1997). The prevalence of problem behaviors: Implications for programs. In. P. Weissberg, T. P. Gullotta, R. L. Hampton, B. A. Ryan, & G. R. Lam, L. T., & Kirby, S. L. (2002). Is emotional intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance. The Journal of Social sychology,142(1), Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004b). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, ). 4-5 June 2013, Penang, MALAYSIA. Organized by WorldConferences.net 1235