الذكاء الوجداني والنوع الاجتماعي والتخصص ومستوى التفوق الدراسي ونمط التعلم والتفكير لدى طلبة المرحلتين الثانوية والجامعية في البحرين

Abstract

Abstract : The current study aimed to explore the existence of statistically significant differences for emotional intelligence and its elements (empathy, self-awareness, management of self-reliance and others, and emotion control). These differences are attributed to variations in gender, achievement, academic specialization, and thinking style for university and secondary education students for the academic year (2011–2012). The study sample contained 1,906 students, of whom 1,146 were secondary school students (455 were science students, 289 were literary students, and 402 were commercial students). The university students were 760 in number (365 were enrolled in practical-study colleges and 395 in theoretical-study colleges). The study used the emotional intelligence scale developed by Alnabhan and Kamala (2003) and the Torrance scale (1978) for learning and thinking styles as study tools to achieve the objective of this study. The study results were analyzed by applying the analysis of multiple variances (2 × 2 × 3 × 3) test for secondary school students and the analysis of multiple variances (3 × 2 × 2 × 2) test for university students. Regarding the secondary stage, the study concluded that there were no statistically significant differences for emotional intelligence and its elements for the variable of gender, with the exception of the extent of empathy, self-management, and others, which were in favor of girls, and for the variable of academic specialization, except for some self-awareness for the arts students. Also, for the variable of thinking style, except for the extent of self-management and others, and emotion control for the left pattern. As for the university stage, the study concluded that there were no statistically significant differences for emotional intelligence and its elements for the variable of gender, except for the extent of self-awareness and GPA, in favor of girls, or for the variable of thinking style, except for the extent of sympathy and GPA, in favor of the integrated pattern. Results that can be attributed to the academic stage have shown no statistically significant differences for emotional intelligence and its various elements, except for the extent of sympathy in favor of the secondary stage and the extent of self-awareness, others, and self-management and emotion control in favor of the university stage. In conclusion, the researcher recommends that training school students in emotional intelligence skills should be considered because it has a greatly positive effect on reducing or at least defusing students' behavioral problems. Keywords: emotional intelligence, learning and thinking style, achievement level, Kingdom of Bahrain