دازآ هﺎﮕﺸﻧاد نﺎﯾﻮﺠﺸﻧاد ﯽﻧﺎﺠﯿﻫ شﻮﻫ و ﯽﺷﻮﻫ هﺮﻬﺑ ﺎﺑ ﯽﻧﺪﺑ ﺖﯿﻟﺎﻌﻓ ناﺰﯿﻣ ﻦﯿﺑ طﺎﺒﺗرا ﺮﮐ
هﺎﺸﻧﺎﻣ
يﺪﯿﺷر ﻦﯾﺮﯿﺷ ﺪﻧﻮﻠﯿﻠﺟ ﺪﻤﺤﻣ ،
1يﺮﻬﻄﻣ ﻪﯾﺪﻬﻣ ،
23
دازآ هﺎﮕﺸﻧاد ﯽﺘﮐﺮﺣ رﺎﺘﻓر رﺎﯾدﺎﺘﺳا ،هﺎﺸﻧﺎﻣﺮﮐ ﺪﺣاو ﯽﻣﻼﺳا دازآ هﺎﮕﺸﻧاد ﯽﺘﮐﺮﺣ رﺎﺘﻓر ﺪﺷرا ﯽﺳﺎﻨﺷرﺎﮐ ﻪﺘﺧﻮﻣآ ﺶﻧاد ﺪﺣاو ﯽﻣﻼﺳا
هﺎﺸﻧﺎﻣﺮﮐ ، ﻞﯿﺑدرا نﺎﺘﺳا دوﺮﻫﺎﺷ ﻪﻘﻄﻨﻣ ﯽﻧﺪﺑ ﺖﯿﺑﺮﺗ ﺮﯿﺑد
هﺪﯿﮑﭼ
ﯽﻣ ﺮﺑ ﻞﺒﻗ لﺎﺳ ناراﺰﻫ ﻪﺑ ﯽﻧﺪﺑ ﺖﯿﻟﺎﻌﻓ و ﯽﺷﻮﻫ هﺮﻬﺑ ﻦﯿﺑ طﺎﺒﺗرا عﻮﺿﻮﻣ ﺖـﺤﺗ ار ﻦﻫذ دﺮﮑﻠﻤﻋ و ﺪﺷر ي ﻪﯾﺮﻈﻧ و ددﺮﮔﺪﻧاﺪﯿﻣ ﻢﺴﺟ ﯽﺘﻣﻼﺳ ﺮﯿﺛﺎﺗ .
ﺖﺴﯿﻧ ﺪﯾﺪﺟ ﻪﯿﺿﺮﻓ ﮏﯾ ﺎﯾ هزﺎﺗ هﺪﯿﻘﻋ ﮏﯾ .
ناﺰـﯿﻣ طﺎـﺒﺗرا ﯽـﺳرﺮﺑ ،ﻖـﯿﻘﺤﺗ ﻦـﯾا ﯽﻠـﺻا فﺪﻫ
ﺖﯿﻟﺎﻌﻓ يﺎﻫ هﺎﺸﻧﺎﻣﺮﮐ ﺪﺣاو دازآ هﺎﮕﺸﻧاد نﺎﯾﻮﺠﺸﻧاد ﯽﻧﺎﺠﯿﻫ شﻮﻫ و ﯽﺷﻮﻫ هﺮﻬﺑ ﺎﺑ ﯽﻧﺪﺑ ﯽﻣ
ﺪﺷﺎﺑ . ﻦـﯾا نﺎﮔﺪـﻨﻨﮐ ﺖﮐﺮـﺷ
ار ﻖﯿﻘﺤﺗ 361
ﺮﺘﺧد نﺎﯾﻮﺠﺸﻧاد زا ﺮﻔﻧ )
174 ﺮﻔﻧ ( ﺮﺴﭘ و ) 133 ﺮﻔﻧ ( ﺪـﻧداد ﻞﯿﮑـﺸﺗ هﺎـﺸﻧﺎﻣﺮﮐ ﺪﺣاو ﯽﻣﻼﺳا دازآ هﺎﮕﺸﻧاد .
اﺰﺑا ﻪﻣﺎﻨﺸﺳﺮﭘ ،ﻖﯿﻘﺤﺗ ﻦﯾا رد هدﺎﻔﺘﺳادرﻮﻣ ر 16
شﻮـﻫ دراﺪﻧﺎﺘـﺳا ﻪﻣﺎﻨﺸﺳﺮﭘ ،ﯽﻧﺪﺑ ﺖﯿﻟﺎﻌﻓ ناﺰﯿﻣ صﻮﺼﺧ رد ﮏﺑ يا ﻪﯾﻮﮔ
نارﺎﮑﻤﻫ و نﻻ ﯽﻧﺎﺠﯿﻫ )
2009 ( ﺪﺷ هدﺎﻔﺘﺳا نﺎﯾﻮﺠﺸﻧاد ﯽﺷﻮﻫ هﺮﻬﺑ ﯽﺑﺎﯾزرا ﺖﻬﺟ نﻮﯾر نﻮﻣزآ و .
ﻪﯿﺿﺮﻓ نﻮﻣزآ رﻮﻈﻨﻣ ﻪﺑ
ﯽﻄﺧ ﻪﻧﺎﮔﺪﻨﭼ نﻮﯿﺳﺮﮔر و نﻮﺳﺮﯿﭘ ﯽﮕﺘﺴﺒﻤﻫ زا ﻖﯿﻘﺤﺗ يﺎﻫ ﻪﻓﺮﻃ ﮏﯾ ﺲﻧﺎﯾراو ﺰﯿﻟﺎﻧآ و هدﺎﺳ
) Anova (
راﺰـﻓا مﺮـﻧ رد
ﻪﺨﺴﻧspss 23 ﺪﺷ هدﺎﻔﺘﺳا .
ﻪﺘﻓﺎﯾ نﺎﺸﻧ ﻖﯿﻘﺤﺗ يﺎﻫ ﯽـﺷﻮﻫ هﺮـﻬﺑ و ﯽﻧﺪـﺑ ﺖـﯿﻟﺎﻌﻓ ناﺰﯿﻣ ﻦﯿﺑ رادﺎﻨﻌﻣ و ﯽﻔﻨﻣ طﺎﺒﺗرا هﺪﻨﻫد
نﺎﯾﻮﺠﺸﻧاد ﯽﻣ
ﺪﺷﺎﺑ . ﻦﯿﯿﻌﺗ ﺐﯾﺮﺿ ﻦﯿﻨﭽﻤﻫ )
R2 ( نﺎﺸﻧ ﯽﻣ ﺪﻫد ﻪﮐ 5/
7 ﻮﻫ هﺮـﻬﺑ تاﺮـﯿﯿﻐﺗ ﻞﮐ ﺲﻧﺎﯾراو زا ﺪﺻرد و ﯽـﺷ
5/
92 ﯽﻣ طﻮﺑﺮﻣ رﻮﮐﺬﻣ لﺪﻣ زا جرﺎﺧ ﻞﻣاﻮﻋ ﻪﺑ ﺪﺻرد دﻮﺷ
. ﯽـﻣ نﺎـﺸﻧ نﻮﺳﺮﯿﭘ ﯽﮕﺘﺴﺒﻤﻫ نﻮﻣزآ ﺞﯾﺎﺘﻧ طﺎـﺒﺗرا ﻪـﮐ ﺪـﻫد
نﺎﯾﻮﺠـﺸﻧاد نﺎﯾﻮﺠـﺸﻧاد ﯽﻧﺎﺠﯿﻫ شﻮﻫ و ﯽﻧﺪﺑ ﺖﯿﻟﺎﻌﻓ ناﺰﯿﻣ ﻦﯿﺑ رادﺎﻨﻌﻣ و ﺖﺒﺜﻣ )
001 / 0
= ،Sig 424 /0
= (r دراد دﻮـﺟو .
تﺎﺳﺎﺴﺣا ﯽﺑﺎﯾزرا و ﯽﻧﺪﺑ ﺖﯿﻟﺎﻌﻓ ناﺰﯿﻣ ﻦﯿﺑ ﻦﯿﻨﭽﻤﻫ ﺪـﺸﻧ هﺪﻫﺎـﺸﻣ يرادﺎﻨﻌﻣ طﺎﺒﺗرا ناﺮﮕﯾد
) 735 /0
= ،Sig 019 /0
= . (r
ترﺎﻬﻣ و ﯽﻤﯿﻈﻨﺗدﻮﺧ ،دﻮﺧ تﺎﺳﺎﺴﺣا ﯽﺑﺎﯾزرا و نﺎﯾﻮﺠﺸﻧاد ﯽﻧﺪﺑ ﺖﯿﻟﺎﻌﻓ ناﺰﯿﻣ ﻦﯿﺑ ﻪﺑ و ﯽﻋﺎﻤﺘﺟا يﺎﻫ
ﻒـﻃاﻮﻋ يﺮﯿﮔرﺎﮐ
دراد دﻮﺟو يرادﺎﻨﻌﻣ ﺖﺒﺜﻣ ﻪﻄﺑار نﺎﯾﻮﺠﺸﻧاد .
ﻪﺑ ًﺎﺗﺪـﻤﻋ ﻪـﮐ ﺖـﺳا ﯽﻧﺎـﺠﯿﻫ شﻮـﻫ يﺎـﻫ ﻪـﻔﻟﻮﻣ زا ﻒـﻃاﻮﻋ يﺮﯿﮔرﺎﮐ ﺎـﺑ
ﺖﯿﻟﺎﻌﻓ دراد يرﺎﮑﺷآ توﺎﻔﺗ نارﺎﮑﺷزرو ﺮﯿﻏ و نارﺎﮑﺷزرو رد هﮋﯾﻮﺑ ﯽﻧﺪﺑ يﺎﻫ .
ﯽﻔﻃﺎـﻋ برﺎﺠﺗ زا نارﺎﮑﺷزرو ﻪﮐ يرﻮﻄﺑ
ددﺮـﮔ ﯽﻣ نﺎﻧآ ﯽﻟﺎﻋ دﺮﮑﻠﻤﻋ ﻪﺑ ﺮﺠﻨﻣ ﻪﮐ ﺪﻧادرﻮﺧﺮﺑ ﯽﺗوﺎﻔﺘﻣ .
ﯽﻔﻃﺎـﻋ و ﯽﻧﺎـﺠﯿﻫ ﻂﯾاﺮـﺷ رد يرﺎﮑـﺷزرو ﺮـﮔا ﻪـﮑﯾرﻮﻄﺑ
صﺎﺧ ) ﺖﯿﻧﺎﺒﺼﻋ مﺎﮕﻨﻫ ﻼﺜﻣ (
،ﺪﺷﺎﺑ ﻪﺘﺷاد ﯽﻟﺎﻋ دﺮﮑﻠﻤﻋ ﺪﻫد ﯽﻣ لﺎﻘﺘﻧا يﺪﻌﺑ تﺎﻘﺑﺎﺴﻣ ﻪﺑ ار ﺪﯿﻔﻣ ﯽﻧﺎﺠﯿﻫ ﻂﯾاﺮﺷ ﻦﯾا
.
يﺪﯿﻠﮐ هژاو :
ﯽﻧﺎﺠﯿﻫ شﻮﻫ ،ﯽﺷﻮﻫ هﺮﻬﺑ ،ﯽﻧﺪﺑ ﺖﯿﻟﺎﻌﻓ
Studying the relationship between physical activities with intelligence quotient and emotional quotient among students in Kermanshah branch of Azad University
Shirin Rashidi
1, Mohammad Jalilvand
2, Mahdiyeh Motahari
31-
M.A, Student Faculty Of physical education and sport sciences Kermanshah2-
Assistant Professor of physical education department, Azad university of Kermanshah3- The Secretary of Physical Education in the Region of Shahrood, Ardabil Province The relationship between intellectual interest and physical activity has been applied to thousands of years and the theory of growth and performance affects the mind by the health of the body.
The main aim of this research is studying the relationship between physical activities with intelligence quotient and emotional quotient among students in Kermanshah branch of Azad University. The participants of the research were 361 students, with the distribution of 174 girls and 133 boys. The utilized tools in this research were 16 to measure the amount of physical activity, the standard emotional quotient questionnaire of Lan, et al (2009) and the raven test to evaluate the IQ of the students. For the hypothesis testing, Pearson correlation, multivariate linear regression and analysis of one-way variance (Anova) were applied in 23rd version of the SPSS software. A negative and significant correlation between physical activity and intelligence quotient of the students was found in the research. Additionally, the R2 indicates that 7.5% of the variance of the total changes in intelligence quotientwere explained in the model and the remaining 92.5% was due to factors outside the model. The results of Pearson correlation test reveal a significant positive relationship between physical activity and the emotional quotient among students (r=0.424, Sig=0.001). The was also no significant correlation between physical activity and the evaluation of others’ emotions (r=0.019, Sig=0.735). There are significant positive relationships between the amount of students’ physical activities and self-emotion evaluation, self-regulation and social capabilities and incorporating students’ emotions.The application of emotion is the components of emotional intelligence, which are significantly different from bodily activities, especially in athletes and non - athletes. Athletes have different emotional experiences that lead to their superior performance.As such, if the athlete has a higher performance in emotional and emotional conditions (i.e., when angry), this will impart useful emotional conditions to the next races.
Key word: physical activities, intelligence quotient, emotional quotient