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Vol. 103, No. 1; January 2014

NATIONALPARK-FORSCHUNG
IN DER SCHWEIZ
(Switzerland Research Park Journal)


Investigating the Relationship between Emotional
Intelligence and Social Adjustment and Risk-Taking of
Male and Female Students of Islamic Azad University


Maryam Masnabadi
Department of Humanity Science and Literature, Arak Branch, Islamic Azad University, Arak, Iran

Abstract: The present study investigates the relationship between emotional intelligence and
social adjustment and risk-seeking in male and female students. This research is a descriptive
correlation one. The study population consisted of all students in Azad Universityin87-86.The
sample included170students(120 females, 50males) who were selected by the relative stratified
random sampling method with EI questionnaire of Schering or Siber, Social Adjustment Scale
and risks taking ability scale of California. Pearson correlation coefficient T formula was used in
independent groups for data analysis. The results showed that there is a significant relationship
between emotional intelligence and the social adjustment of female students is at the error
level of (01/0> p) and male students at the error level of (05/0P <). But emotional intelligence
and risk taking of the students had no significant relationship. On the other hand there is a
significant relationship between social adjustment and risk- taking of female and male students.
The T-test showed that there are no gender differences between emotional intelligence and
social adjustment. But there was a significant difference between risks taking of two genders.
Based on the results obtained, it can be concluded that people with high emotional intelligence
level have high social adjustment and higher input to risk taking. On the other hand, there is no
significant relationship between social adjustment and risk taking. In addition, there is no
gender difference between emotional intelligence and social adjustment, but the amount of
risk taking of students varies based on gender (according to the hypothesis).
Keywords: Emotional Intelligence, Social Adjustment, Risk Taking


1-Introduction
Goleman (1995) considers emotional intelligence as important as IQ for predicting success in
life. These opinions developed so that in 1998, Goleman claimed that emotional intelligence is
twice as important as technical ability and IQ (Salouvy et al, 2002). It is believed that emotional
intelligence is something that is within each of us and somewhat invisible. Emotional
intelligence determines how to manage our behavior, how to deal with social problems and
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how we make decisions that resulted in positive outcomes (Bradbury and Graves, 2005).
Emotional intelligence means being aware of the feeling and use it for good decisions in life and
ability to withstand trauma and psychological distress and increasing the confidence and self-
control. So it supports us against family and social problems, crime, mental disorders and
sudden events. Therefore, it brings about healthy families and strong communities and
subsequently brings great peace and security. Emotional intelligence helps a person to
understand one's own and others', communicate, compatibility and compliance with the
environment that is necessary for being successful in bringing social demands(Bar 2000). Social
adjustment as the most important sign of mental health is an issue according to many
sociologists, psychologists and special educators. Social development is the most important
aspect of every person and every measure of social development, consistent with the others.
More than 70% of the problems that occur in adolescents and young adults are directly related
to their lifestyle. High-risk lifestyle that they choose this class causes many problems and
diseases (Suleimani, 1376).
Human life in the age of technology and super technology is combined with neglect of social
values and prevalence of risk behaviors. Risky behaviors are defined as the behavior of
adolescents and young people which put health and well-being of individuals in danger
(Suleimani, 1376). For example, it is predicted that by 2020 , the rates of illness and death
caused by tobacco consumption will reach to 10 million people a year ( Asalsaky , 2004 , quoted
by Suleimaninia , 1384 ) , the physical consequences , social , psychological and other high-risk
behaviors such as substance abuse, violence and AIDS into account can multiply the damage (
Suleimaninia , 1384 ). Therefore, considering the young age structure of the country and since
youth are the most vulnerable population with risky behaviors, it is obvious that any injury and
failure of physical and mental health and, therefore, reduction of the ability of this active class
inevitably results in slow progress. On the other hand, lack of physical and mental health may
have negative effects on the health of society in the long term (Suleimaninia, 1384).
Since compatibility and harmony with himself and his environment is a vital necessity for any
living being every day efforts of people are done for compatibility bypasses and they attempt to
meet the diverse and sometimes conflicting needs in their environment. It is important to note
that this is just one of the ways to achieve compatibility and is one of the ways to increase
emotional intelligence.
Having emotional intelligence leads to reducing aggression, depression, eating disorders (such
as anorexia nervosa and bulimia, substance and food abuse) and socially capable person
becomes able to select better target sand aim to continue to achieve the goal.
The important thing is that the rational intelligence rate is fixed all the life time and cannot be
strengthened, but emotional intelligence can be strengthened in the upbringing of children.
Therefore, the introduction of emotional intelligence has opened a new horizon prevention of
psychiatric disorders (Akbarzadeh, 1383).
The significance of the study is that in addition to having some of the issues related to the
Youth Risk Behavior which little research done in this field, it describes the effect of emotional
intelligence ability as a psychological variables in how young people dealt with social
adjustment. And present study investigated the relationship between emotional intelligence
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and social adjustment and risk taking ability of male and female students of Islamic Azad
University of Arak (87-86 years).

2-Population, sample and sampling
The study sample included all male and female (undergraduate) students of Islamic Azad
Universityfrom87-1386. A total number of2660studentshave participated in this survey. They
were totalof1860female and800male. The sample was selected using stratified sampling.
Stratified random samplings the process through which the actual subgroups or categories are
selected as part of what exists in the community. These methods are used when the
researchers interested in making sure that each class in the community is present in the
sample.
In discussed method, society is divided into sub- groups called classes and independent samples
are selected from each class. Thus, the proportion of each category in the sample is same as
classes in society. This technique is called partial sampling.
Accordingly, 170 participants were selected from population of 2660.The sample consisted of
120 female and 50 male who were enrolled in undergraduate liberal arts college.

3-Instruments
In this study, the following instruments were used to collect data:
A -Schering and Siber Inventory of EI.
B - Social Adjustment Scale (based on the personality test, Calif.)
C - Risk Inventory
C-Risk Inventory: EI questionnaires or Siberia consists of 33-item questionnaire with 5points
like rt scale, with 5subscales of self-awareness, self-control, empathy, social skills and self-
motivation. This has been normalized by Mr.Behzad Mansouri for evaluation and assessment of
Tehrans Allameh Tabatabaicases from80-1379.
The construct validity of the test scores were evaluated between the test and concept tests on
samples of 30 patients. Based on obtained data, 00/0 = p and 63/0 = r obtained from the
correlation between subjects' scores on the two tests which is statistically significant and it can
be said that construct validity of the EQ is adequate. The 84/0 reliability of the test is calculated
using Cronbach alpha. In another study (Rast, 1384) the reliability of the test is obtained by
Cronbach alpha (80%).
California Social Adjustment Scale (based on personality test in California (CPI)): This test was
developed by Clark et al., in 1953 to evaluate various adaptations that compromise dipolar
personal and social reconciliation. The questions are prepared in two-option form (right and
wrong). This test contains 124 questions and (3) the social subscale (54 questions),
accountability (28 questions) and work (42 Questions) which are used for social adaptation.
As a result of performing the test, 4 scores are obtained as follows:
One. So: the social responsibility
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Two. Re: Accountability
Three. Cm: Cooperation
4. A total score is obtained from the combination of these three factors.
California test of social adjustment in research by Sharifi (1376) had reliability coefficients using
Spearman Brown and half-Cottman methods by 67% and 2/65, respectively. Risk Inventory,
this 32-item questionnaire that assessed their risk preferences had 84% reliability (test - post-
test) and its content validity was confirmed by the Alireza Rejaiee (1384).

4-Methodology
After receiving permission and a computer list of entries during 87-1386 from Faculty of
Humanities, students were grouped according to gender and field of study. A stratified random
sampling (that was described in sampling) determined the population according to gender
(male and female).
The next step, researcher went to the Faculty of Humanities and introduced himself and
explained about the study and its objectives to create a safe space provided for the students.
Also tips were conducted on how to complete the questionnaire. First the Social Adjustment
Scale, then the Emotional Intelligence Questionnaire and at the end risk questionnaire was
distributed; this study did not have any time limit therefore, the researcher went to the
University randomly to test the students.

5-Descriptive findings
Table 1 Descriptive statistics of female students in three variables
(Emotional intelligence, social adjustment, risk)
SD Mean N
Descriptive statistics
variables
13 / 12 49 / 96 120 EI
37 / 11 71 / 76 120 Social adjustment
71 / 13 97 / 75 120 Risk taking


As Table 1 shows, the mean and standard deviation of female students in Emotional
Intelligence is respectively 49/96 and 13/12; the social adjustment variables are respectively
71/76 and 37/11 and the risk variable is equal to 97/75 and 71/13.
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Thus it can be concluded that the EI levels of girls is more than social adjustment and risk taking
and the level of risk taking in girls is less than EI and social adjustment.

Table 2 Descriptive statistics for male students in three variables
(Emotional intelligence, social adjustment, risk taking)
SD Mean N
Descriptive statistics
variables
05 / 17 98 / 97 50 EI
81 / 11 74 / 73 50

Social adjustment

86 / 13 02 / 83 50 Risk taking

As Table 2 shows, the mean and standard deviation of male students in Emotional Intelligence
is respectively 98/97 and 05/17; the social adjustment variables are respectively 74/73 and
81/11 and the risk variable is equal to 02/83 and 86/13.
Thus it can be concluded that the EI of male students is more than their social adjustment and
risk taking and risk taking is less than EI.

6-Analytical findings
In the present study, the relationship between emotional intelligence and social adjustment of
the students of Islamic Azad University in Arak are investigated by nine hypotheses;
For this research, Pearson correlation analysis and formula T were used for independent
groups.
Hypothesis1. There is a relationship between emotional intelligence and social adjustment of
female students of Islamic Azad University.





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Table 3 Pearson correlation between the scores of female students in emotional and social
adjustment










As Table3 shows, the first research hypothesis is confirmed. The relationship between
emotional intelligence and social adjustment has an error of less than01/0 >p and is significant;
Thus, according to the result sit can be concluded that a significant relationship exists between
emotional intelligence and social adjustment of the girls.













As Table 4 shows, the second research hypothesis is confirmed. The relationship between
emotional intelligence and social adjustment has an error of less than 05/0 > P.Thus, according
to the results it can be concluded that there is a significant relationship between emotional
intelligence and social adjustment of boys.
Hypothesis 3.There is a relationship Between EI and risk taking of female students of Islamic
Azad University.

Social
adjustment
EI
variables
statistics index
variables
482 / 0 1 Correlation Coefficient
EI
000 / 0 - Level of Significance
1 482 / 0 Correlation Coefficient

Social adjustment


- 000 / 0 Level of Significance
Social
adjustment
EI
Variables

Statistical index

variables

358 / 0 1 Correlation coefficient
EI
011 / 0 - Level of significance
1 358 / 0 Correlation coefficient
Social adjustment
- 011 / 0 Level of significance
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Table 5 Pearson correlation coefficients between the scores of Emotional Intelligence and risk
taking for female students.










As Table5 shows, the third research hypothesis could not be verified. There is not a significant
relationship between emotional intelligence and risk taking of female students. So according to
the results it can be concluded that there is not a significant relationship between EIand risks
taking of female students.
Hypothesis 4.There is a relationship between the EI and risk taking of male students of Arak
Azad University.

Table 6: Pearson correlation coefficients between the scores of Emotional Intelligence and risk
taking for female students










As Table6 shows, the third research hypothesis could not be verified. There is no significant
relationship between emotional intelligence and risk taking in male students; thus, according to
the results it can be concluded that there is not a significant relationshipbetweenEIandrisk
taking of male students.
Hypothesis 5.There is a relationship between social adjustment and risk taking of female
students of Islamic Azad University.
Risk taking EI
variables


variables

154 / 0 1 Correlation coefficient

EI
093 / 0 - Level of significance
1 154 / 0 Correlation coefficient
Risk taking

- 093 / 0 Level of significance
Risk taking EI
variables

Statically index
variables

259 / 0 1 Correlation coefficient

EI
070 / 0 - Level of significance
1 259 / 0 Correlation coefficient
Risk taking

- 070 / 0 Level of significance
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Table 7 Pearson correlation coefficient between scores of female students in
Social adjustment and risk taking











As Table 7 shows, the fifth hypothesis cannot be verified. There is no significant relationship
between emotional intelligence and risk taking of female students; thus, according to the
results it can be concluded that there is no significant relationship between EI and risk taking of
female students.
Hypothesis 6.There is a relationship between social adjustment and risk taking of male students
of Islamic Azad University.

Table 8: Pearson correlation coefficient between scores of male students
Risk taking Social adjustment variables










As Table8 shows, the sixth hypothesis could not be verified. There is no significant relationship
between emotional intelligence and risk taking of male students; thus, according to the results
Risk taking
Social
adjustment
variables

Statically index
variables

049 / 0 1 Correlation coefficient
Social
adjustment
599 / 0 - Level of significance
1 049 / 0 Correlation coefficient
Risk taking

- 599 / 0 Level of significance
Risk taking
Social
adjustment
variables

Statically index
variables

169 / 0 1 Correlation coefficient
Social
adjustment
239 / 0 - Level of significance
1 169 / 0 Correlation coefficient
Risk taking

- 239 / 0 Level of significance
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it can be concluded that there is no significant relationshipbetweenEIandrisk taking of male
students.

7-Conclusions
As regression results show there is a relationship between emotional intelligence and social
adjustment of male and female students which is significantly lower than the error level 05/0P
<and 01/0> P. The results of the research are consistent with findings of Moshiri (1383). He
studied the relationship between social adjustment and emotional intelligence of students and
concluded that there is a relationship between emotional intelligence and social adjustment of
students. This study also confirms there results of Shakouri (1382). He examines the emotional
and social adjustment among high school students and concluded that there is a positive
relationship between social adjustment and emotional intelligence. The results also confirm the
barley (1387) that examined the role of a mediator in the relationship between emotional
intelligence and general intelligence, resiliency and life satisfaction and concluded that
emotional intelligence is predictive of strong resiliency. Harrington and Luther (1997) concluded
that emotional intelligence can have a significant role in increasing the accountability and social
participation of students. According to the finding obtained in this study and other studies
based. On consistent relationship between emotional intelligence and social adjustment, it
appears that there is a positive fit between emotional intelligence and life satisfaction, the
extent and quality of social relationships and negative relationship between and isolation. As
the correlation results for the relationship between EIand risks taking of students showed,
there is no relationship between EIand risks taking of the students. The results of this research
are not consistent with findings of Moshiri(1383) who examined the relationship between
emotional intelligence and aggression in children and concluded that there is relationship
between emotional intelligence and aggression in school children. These results were not
consistent with research findings of Esmalili (1386) who studied the effect of education on
mental health based on components of emotional intelligence and concluded that teaching
emotional intelligence components improves mental health. Although based on existing
knowledge in the related fields of criminal and deviant behavior, and emotional intelligence,
one can expectant inverse correlation between emotional intelligence and criminal behavior,
but there are very few theories and research findings that specifically target at such
relationship. As regression results for relationship between social adjustment and risk taking of
students show there was no significant relationship between social adjustment and risk taking
of the students. The results of these research is not consistent with findings Mohammad Khani
(1386) who evaluated the effects of indirect and direct feedback to the substance, locus of
control and personal and social skills of adolescents at risk for drug deals and concluded that
the latent variables are the attitudes towards drug use, avoidance skills (self) and an inner
sense of control through direct and indirect social competence in adolescents at risk for drug
use. And also the results of the present research are not consistent with Binson study (1998) of
high school students which showed that increasing the positive characteristics of adolescents,
such as self-esteem, sense of integrity, resiliency, purpose in life, positive relationships with
peers and so reduced the incidence of risky behaviors at risk, such as smoking, alcohol, drugs
and anti-social behavior. In fact, as both personal and social resources the individual are greater
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her ability to abstain from drug use would be stronger, which in turn is connected directly to
the low consumption of materials. Capabilities of substance abuse as a learned social behavior
that results from the interaction of individual and social factors have to be considered. This
approach believes that people with poor personal and social skills are not only vulnerable to the
factors encouraging drug use, but tend to consume drugs as alternative coping strategies.

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