Comparison of intelligence beliefs and emotional maturity of male and female students of secondary schools in Ilam city

Subject Areas : Educational Science

Ahmad mirzabigi ¹ (گروه روان شناسی ،پردیس علوم و تحقیقات خوزستان ،دانشگاه آزاد اسلامی ، اهواز ،ایران و گروه روان شناسی ،واحد اهواز ،دانشگاه آزاد)
Saeed Bakhtiarpour ² (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
Zahra Eftekhasaadi ³ (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
Behnam Makvandi ⁴ (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
Reza Pasha ⁵ (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)

Received: 2018-08-14 Accepted : 2019-09-03 Published : 2019-08-23

Keywords: Students, Ilam, Emotional Maturity, IQ,

Abstract :

The present study compares the status of high school female and male students in some psychological variables and examines the predictive power of each variable in their academic achievement. The statistical population of the study is all male and female students of secondary schools in the city of Ilam in the academic year 1395-1396 with population size 10496 and the sample size was determined by the Crecy and Morgan table, and 374 students were enrolled.The sampling method was applied to multimodal cluster sampling according to the educational areas of Ilam city, which completed Dupirat and Marin's Intelligence Beliefs Scale (2005) and Yashwir Singh's and Mahesh's Spring Scales (1991). Descriptive statistics (mean and standard deviation) and multivariate analysis of variance (MANOVA) were used to analyze the data. The results showed that there is a significant difference between male and female students of Ilam Secondary Schools in emotional maturity and IQs, and the girls in the sample group have lower emotional maturity and intelligence beliefs than boys. Also, the factor of "sentiment" as an effective variable was 4.6% of the variance of emotional instability, 5.4% of emotional return variance, 4.3% of variance of personality disorder, 6.7% of variance of social incompatibility, 3.6% of variance of lack of independence , 2.8% of the variance of incremental belief beliefs and 2.6% of the variance of intrinsic intelligence beliefs. Therefore, gender transformations in the field of education can not be limited and limited to quantitative changes and a dramatic increase compared to female students.