Emotional Intelligence in High School: The Effects of Self-Awareness Instruction on Iranian Pre-university Students’ Academic Achievement
Journal: International Journal of English, Literature and Social Science (Vol.2, No. 4)Publication Date: 2017-07-10
Authors : Islam Namazian Dost; Asadallah Hashemifardnya; Venus Jalali; Ghassem Bohloulzadeh;
Page : 15-30
Keywords : Emotional Intelligence; Self-Awareness; English Achievement; Affective Domain.;
Abstract
The present study investigated the effects of self-awareness instruction on Iranian pre-university students' English achievement. It was also designed to see whether Iranian pre-university students' self-awareness was affected by instruction of self-awareness activities or not. To fulfill the objectives of the study, 60 female students from Efaf pre-university school, Ahvaz, Iran, were selected and divided into two groups- one control group and one experimental group. Then a self-awareness questionnaire and a pre-test- Final English Exam of Third Grade High School- were given to both groups. The experimental group received the instruction on self-awareness but control group did not receive it. After the treatment which lasted six weeks, a post-test and the previous self-awareness questionnaire were administered to both groups. The data were analyzed through Kolmogorov-Smirnov (K-S) Test, Independent T-Test and Paired T-Test and the findings showed that instruction of self-awareness had positive impacts on Iranian pre-university students' English achievement. The results indicated that their self-awareness improved through instruction of self-awareness activities.
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