Volume 2, Number 6 (9-2015)                   TLR 2015, 2(6): 66-45 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Content Analysis of Primary School's Reading Books on the Basis of Intrapersonal Components of Emotional Intelligence from the Viewpoint of Bar-On. TLR. 2015; 2 (6) :66-45
URL: http://tlr.shahed.ac.ir/article-1-856-en.html

Abstract:   (571 Views)

This study analyzes the content of primary school's reading books on the basis of the intrapersonal components of emotional intelligence from the viewpoint of Bar-On. The method adopted to perform this study is componential. In addition to the lesson texts, the exercises, word pictures, and fluent reading have been analyzed. The population is the whole reading books of primary school. Given the variable issues and different methods of presentation, it did not seem reasonable to utilize sampling. Therefore, the enumeration method was used and the whole content of the reading books of the six grades of the primary school were analyzed sentence by sentence. The history of emotional intelligence and its related literature has been explained and different typologies of emotional intelligence introduced by the scholars of the field have been described. Then, emotional intelligence and its components have been set out. The results have been analyzed by using descriptive statistics, tables and graphs. The research results indicate that, given the increase in the content of textbooks of the grades and the resulting increase in the number of sentences and words, poems, pictures, exercises, activities, and the lengthening of the texts through the lessons -except grade six, the intrapersonal components of emotional intelligence gains more attention. The collected data which involved 707 sentences extracted from the reading books of the six grades showed that Intrapersonalcomponents of emotional intelligence have been considered by 1.98% in grade one, 9.33% in grade two, 18.24% in grade three, 18.67% in grade four, 31.11% in grade five, and 20.65% in grade six, demonstrating the ascending attention to these components in the six grades.

Full-Text [PDF 700 kb]   (1708 Downloads)    
Type of Study: Research |

Add your comments about this article : Your username or email:
Write the security code in the box

© 2015 All Rights Reserved | Traning & Learning Researches

Designed & Developed by : Yektaweb