Volume 7, Issue 3 (6-2024)                   Iranian Journal of Educational Sociology 2024, 7(3): 71-79 | Back to browse issues page

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Shafae M, Shaterian Mohammadi F, Zolfaghari A. (2024). Designing a Model of Collective Identity Based on Perceived Social Support with the Mediating Role of Emotional Intelligence in Students of Qom Province. Iranian Journal of Educational Sociology. 7(3), 71-79. doi:10.61838/kman.ijes.7.3.9
URL: http://iase-idje.ir/article-1-1399-en.html
1- PhD student, Department of Educational Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
2- Assistant Professor, Department of Educational Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran.
3- Assistant Professor, Department of Psychology and Educational Sciences, Tuiserkan Branch, Islamic Azad University, Tuiserkan, Iran.
Abstract:   (64 Views)
Purpose: Considering the significance of collective identity in carrying out group and social activities, this study aimed to design a model of collective identity based on perceived social support with the mediating role of emotional intelligence among students.

Methodology: The present study was applied in objective and descriptive-correlational in method. The research population comprised all undergraduate psychology students of the Islamic Azad University of Qom Province in the academic year 2021-2022. The sample size of this study was 500 individuals, selected after reviewing the entry criteria through convenience sampling. Data were collected using the Collective Identity questionnaire (Hezarjaribi & Lohrasbi, 2011), Perceived Social Support (Sherbourne & Stewart, 1991), and Emotional Intelligence (Schering, 1996) questionnaires and analyzed using Pearson correlation coefficients and structural equation modeling in SPSS-27 and AMOS-24 software.

Findings: The findings showed that collective identity, perceived social support, and emotional intelligence among students had a positive and significant correlation (P<0.01). Additionally, the model of collective identity based on perceived social support with the mediating role of emotional intelligence in self-efficacy among students had an appropriate fit. In this model, the variable of perceived social support had a direct and significant effect on emotional intelligence and students' collective identity, and the variable of emotional intelligence had a direct and significant effect on their collective identity. Perceived social support with the mediating role of emotional intelligence had an indirect and significant effect on students' collective identity (P<0.001).

Conclusion: According to the results of the present research, counselors and psychologists can improve collective identity among students by enhancing their perceived social support and emotional intelligence through educational workshops.
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Type of Study: Research Article | Subject: Special
Received: 2024/02/20 | Accepted: 2024/04/7 | Published: 2024/07/1

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