The Relationship between Emotional Intelligence, Hope and Life Satisfaction in Preschool Preserves Teacher

Yıl 2015, Cilt: 6 Sayı: 1, 1 - 9, 16.01.2015

Hakan Sarıcam , İsmail Celık , Lütfiye Coşkun

Öz

The aim of this study is to examine predictive role of emotional intelligence and hope on life satisfaction. Participants were 478 preschool preserves teachers (395 women, 83 men; M age= 19.3 yr.) in Turkey. In this study, Turkish version of the Schutte Emotional Intelligence Scale Revised, Turkish version of the Integrative Hope Scale and Life Satisfaction Scale were used. The relationships between emotional intelligence, hope and life satisfaction were examined using correlation analysis and multiple regression analysis. In correlation analysis, emotional intelligence and hope was found positively related to life satisfaction. According to regression results, emotional intelligence and hope was predicted positively by emotional intelligence and hope. Emotional intelligence and hope has explained 40% of the variance in life satisfaction. The results were discussed in the light of the related literature and dependent recommendations to the area were given.

Anahtar Kelimeler

Emotional intelligence, hope, life satisfaction

The Relationship between Emotional Intelligence, Hope and Life Satisfaction in Preschool Preserves Teacher

Öz

Bu çalışmanın amacı okul öncesi öğretmen adaylarında duygusal zekâ, umut ve yaşam doyumu arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubu, 478 okul öncesi öğretmen adayından oluşmaktadır. Katılımcıların 395’i kadın, 83’ü erkek öğrenci olup; yaş ortalamaları 19.3’tür. Veri toplamak için Schutte Duygusal Zekâ Ölçeği, Bütünleyici Umut Ölçeği ve Yaşam Doyumu Ölçeği kullanılmıştır. Duygusal zekâ, umut ve yaşam doyumu arasındaki ilişkiyi tespit etmek için Pearson Momentler Çarpımı Korelasyon analizi ve çoklu regresyon analizinden yararlanılmıştır. Araştırma bulgularına göre bu üç değişken arasında ilişki tespit edilmiş olup; duygusal zekâ ve umut, yaşam doyumunun toplam varyansının %40’ını açıklamaktadır. Araştırma bulguları ilgili literatür ışığında tartışılmış olup; önerilerde bulunulmuştur

Anahtar Kelimeler

Duygusal zekâ, umut, yaşam doyumu

Kaynakça

• Conclusion
• As a result, conclusion above and the result of this study overlap. There are positive relationships
• between emotional intelligence, hope and life satisfaction and emotional intelligence and hope are important
• explanatories of life satisfaction. Those with emotional intelligence do not become hopeless (Acar, 2001), they
• increase life standards by having good social relationships which increases their life satisfaction (Fitness 2001;
• Runcan & Iovu, 2013).
• Importance given to the evaluation of emotional intelligence increases in Turkey. Increase in programs
• that are going to be made and applied in schools related to emotional intelligence, can be important in
• preventing individuals’ sorrow and failure (Doğan & Demiral, 2007; Tuğrul, 1999) as it can affect life
• satisfaction by increasing hope. For the studies after this, structural equation modeling can be made by putting
• implicit variables such as stress, social promotion and happiness.
• Acar, F. (2002). Duygusal zekâ ve liderlik. Sosyal Bilimler Enstitüsü Dergisi, 12, 53-68.
• Akman,Y., & Korkut, F. (1993). Umut Ölçeği üzerine bir çalışma. H.Ü. Eğitim Fakültesi Dergisi, 9, 193-202.
• Aksaraylı, M., & Özgen, E. (2008). Akademik kariyer gelişiminde duygusal zekânın rolü üzerine bir araştırma.
• Ege Akademik Bakış, 8(2), 755-769. Austin, E. J., Saklofske, D. H., Huang, S. H. S., & McKenney, D. (2004). Measurement of trait emotional
• intelligence: testing and cross-validating a modified version of Schutte et al.’s (1998) measure.
• Personality and Individual Differences 36(3), 555-62. Bar-On, R. (2001). Emotional intelligence and self-actualization. In Joseph Ciarrochi, Joe Forgas, & John D.
• Mayer (Eds.), Emotional intelligence in everyday life: a scientific inquiry. New York: Psychology Press. Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Toronto,
• Canada: Multi-Health Systems, Inc. Basu, A., & Mermillod, M. (2011). Emotional intelligence and social-emotional learning: An overview.
• Psychology Research, 1(3), 182-185. Beceren E. (December 2004). Duygusal zekâ kavramının gelişimi. Erişim tarihi: 10 Kasım 2014.
• http://duygusalzeka.net/icsayfa.aspx?Sid=7&Tid=3. Brackett, M. A., Mayer, J. D., & Warner,R. M. (2004). Emotional intelligence and its relation to everyday
• behaviour. Personality and Individual Differences, 36, 1387-1402. Constantine, M. G., & Gainor, K. A. (2001). Emotional intelligence and empathy: Their relation to
• multicultural counseling knowledge and awareness. Professional School Counseling, 5, 131-137. Çetinkaya, Ö., & Alparslan, A. M. (2011). Duygusal zekânın iletişim becerileri üzerine etkisi: Üniversite
• öğrencileri üzerinde bir araştırma. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi
• Dergisi, 16(1), 363-377. Çokluk, Ö. (2010). Logistic regression analysis: Concept and application. Educational Sciences: Theory &
• Practice, 10(3), 1357-1407. Diener, E., Emmons, R. A., Laresen, R. J. ve Griffin, S. (1985). The satisfaction with life scale. Journal of
• Personality Assessment, 49, 71-75. Doğan, S. and Demiral, Ö. (2007). Kurumların başarısında duygusal zekânın rolü ve önemi. Yönetim ve
• Ekonomi, 14(1), 209-230. Elias, M. J. (2001). Prepare children for the tests of life, not a life of tests. Education Week, 21, 4. Fitnes, J. (2001). Emotional intelligence and intimate relationship. In J. Ciarrochi, J. P. Forgas, J. D. Mayer
• (Ed.), Emotional intelligence in everyday life. Philadelphia: Psychology Pres. 98-112. Hasnain, N., Wazid, S. W. & Hasan, Z. (2014). Optimism, hope, and happiness as correlates of psychological
• well-being among young adult assamese males and females. IOSR Journal Of Humanities And Social
• Science (IOSR-JHSS), 19(2), 44-51. İkiz, E., & Kırtıl Görmez, S. (2010). İlköğretim ikinci kademe öğrencilerinde duygusal zekâ ve yaşam
• doyumunun incelenmesi. İlköğretim-Online, 9(3), 1216-1225. Kemer, G. & Atik, K. (2005). Comparison of secondary school students living in urban and rural according to
• level of social support taken from family. M.U. Atatürk Eğitim Fakulty of Education Educational
• Sciences Journal, 21, 162-168. Keyes, C. L. M. (2014). Happiness, flourishing, and life satisfaction. The Wiley Blackwell Encyclopedia of
• Health, Illness, Behavior, and Society, 747-751. DOI: 10.1002/9781118410868.wbehibs454 Köker, S. (1991). Normal ve sorunlu ergenlerin yaşam doyumu düzeyinin karşılaştırılması. Yayımlanmamış
• Yüksek Lisans Tezi, Ankara: Ankara Üniversitesi. Lopes, P. N., Côté, S., & Salovey, P. (2006). An ability model of emotional intelligence: Implications for
• assessment and training. In VU Druskat, F Sala, G Mount (Eds.). Emotional intelligence and
• workplace performance. Mahway NJ: Lawrence Erlbaum. MacInnis, D. J., & de Mello, G. E. (2005). The concept of hope and its relevance to product evaluation and
• choice. Journal of Marketing, 69(January), 1-14. Mayer, J. D., & Salovey P. (1993). The intelligence of emotional intelligence. Intelligence, 17, 433-42. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional Intelligence: Theory, findings and implications.
• Psychological Inquiry, 15(3), 197-215. Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Emotional intelligence Meets Traditional Standards for an
• intelligence. Intelligence, 27(4), 267-298. Oğuzkan, Ş., & Oral, G. (1997). Okulöncesi Eğitimi. İstanbul: Milli Eğitim Basımevi. Özen, Y. (2013). The Saldırganlık, psikolojik şiddet ve duygusal zekâ arasındaki ilişki. Uluslararası Hakemli
• Sosyal Bilimler E-Dergisi, 35, 1-14. Ögel, K., Çorapçıoğlu, A., Sır, A., Tamar M. and Tot, Ş., Doğan, O., Oğuz, Ş.,Yenilmez, Ç., Bilici, M., Tamar,
• D., & Liman, O. (2004). Dokuz ilde ilk ve ortaöğretim öğrencilerinde tütün, alkol ve madde kullanım
• yaygınlığı. Türk Psikiyatri Dergisi, 15(2), 112-118. Poskey, M. (2006). The Importance of emotional ıntelligence in the workplace, why ıt matters more than personality. Access time: 10 November 2014. http://
• callcentercafe.com/article_directory/Training_Articles/The_Importance_of_Emotional_Intelligence_in
• _the_Workplace_W.html Rey, L., Extremera, N., & Pena, M. (2011). Perceived emotional intelligence, self-esteem and life satisfaction
• in adolescents. Psychosocial Intervention, 20(2), 227-234. Roberts, R. D., Zeidner, M., & Matthews, G. (2001). Does emotional intelligence meet traditional standards for
• an intelligence? Some new data and conclusions. Emotion, 1(3), 196-231. Runcan, P. L., & Iovu, M. B. (2013). Emotional intelligence and life satisfaction in Romanian university students: The mediating role of self-esteem and social support. Revista De Cercetare Si Interventie
• Sociala, 40, 137-148. Salovey, P., & Grewal, D. (2005). The science of emotional intelligence. Current Directions in Psychological
• Science, 14(6), 281-5. Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185- 211. Sarıçam, H., & Akın, A. (2014). The Adaptation of Integrative Hope Scale to Turkish: The Study of Validity
• and Reliability. Adıyaman University Journal of Social Sciences, 6(15), 291-308. Doi: http://dx.doi.org/10.14520/adyusbd.447 Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., et al. (1998).
• Development and validation of a measure of emotional intelligence. Personality and Individual
• Differences, 25(2), 167-77. Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249-275. Snyder, C. R. (2000). Handbook of Hope Theory, Measures and Applications. San Diego: Academic Press. Snyder, H. S., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., III, & Wiklund, C. (2002). Hope and
• academic success in college. Journal of Educational Psychology, 94, 820-826. Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al. (1991). The will
• and the ways: Development and validation of an individual-differences measure of hope. Journal of
• Personality and Social Psychology, 60, 570-585. Tatar, A., Tok, S., & Saltukoğlu, G. (2011). Gözden Geçirilmiş Schutte Duygusal Zekâ Ölçeğinin Türkçe’ye
• uyarlanması ve psikometrik özelliklerinin incelenmesi. Klinik Psikofarmakoloji Bülteni 21(4), 325- 338. Thingujam, N. S. (2011). Emotional ıntelligence and life satisfaction: re-examining the link and mediating role
• of affectivity and personality in India. Journal of the Indian Academy of Applied Psychology, 37(1), 27-34. Thompson, H. L. (2009). Emotional intelligence, stress, and catastrophic leadership failure, handbook for
• developing emotional and social ıntelligence best practices, case studies,and strategies, Pifeiffer
• Editor: James M. Kouzes, United States of America. Tuğrul, C. (1999). Duygusal zekâ. Klinik Psikiyatri, 1, 12-20. Tümkaya, S., Hamarta, E., Deniz, M. E., Çelik, M., & Aybek, B. (2008). Duygusal zekâ mizah tarzı ve yaşam
• doyumu: üniversite öğretim elemanları üzerine bir araştırma. Türk Psikolojik Danışma ve Rehberlik
• Dergisi, 3(30), 1-18. Ural, A. (2001). Yöneticilerde duygusal zekânın üç boyutu. Dokuz Eylül Üniversitesi. Sosyal Bilimler
• Enstitüsü Dergisi, 3(2), 209-219. Wang, Z. (2014). Learning orientation, guanxi, and life satisfaction: Evidence from China. International
• Journal of Business and Social Science, 5(2), 109-114. Weissberg, R. P., Shriver, T. P., Bose, S. and Defalco, K. (1997). Creating a district wide social development
• project. Educational Leadership, 37-38. Yılmaz Karabulutlu, E., Yılmaz, S., & Yurttaş A. (2011). Öğrencilerin duygusal zekâ düzeyleri ile problem
• çözme becerileri arasındaki ilişki. Psikiyatri Hemşireliği Dergisi, 2(2), 75-79.