Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 71-79 |
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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
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, Tuyserkan Branch, Islamic Azad University, Tuyserkan, Iran.
2- Assistant Professor, Department of Educational Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran.
3- Assistant Professor, Department of Psychology and Educational Sciences, Tuyserkan Branch, Islamic Azad University, Tuyserkan, Iran.
Abstract: (413 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.
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.
Type of Study: Research Article |
Subject:
Special
Received: 2024/02/20 | Accepted: 2024/04/7 | Published: 2024/07/1
Received: 2024/02/20 | Accepted: 2024/04/7 | Published: 2024/07/1
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