{"id":7808,"date":"2016-08-21T09:42:09","date_gmt":"2016-08-21T09:42:09","guid":{"rendered":"http:\/\/biomedpharmajournal.org\/?p=7808"},"modified":"2016-08-30T12:02:27","modified_gmt":"2016-08-30T12:02:27","slug":"the-relationship-between-personality-characteristics-and-emotional-intelligence-and-academic-performance-at-the-students-of-medical-sciences-the-alborz-province","status":"publish","type":"post","link":"https:\/\/biomedpharmajournal.org\/staging\/vol9no2\/the-relationship-between-personality-characteristics-and-emotional-intelligence-and-academic-performance-at-the-students-of-medical-sciences-the-alborz-province\/","title":{"rendered":"The Relationship Between Personality Characteristics and Emotional Intelligence and Academic Performance at the Students of Medical Sciences the Alborz Province"},"content":{"rendered":"

Introduction<\/strong><\/p>\n

Study useful agents or harmful on the achievement\u00a0always has been\u00a0one of the challenges of\u00a0the researcher’s education system. In several studies, these factors in order of importance and their impact identification and\u00a0sorted. The most important factors\u00a0on the educational progress are psychological characteristics of individuals. Such as the role of personality beyond is the role of intelligence. Skills and abilities emotional and social under the title emotional intelligence are well known such as a strong predictor of the educational progress. In this study tried that we can predict academic performance through variables emotional intelligence and character traits.<\/p>\n

Now a days educational isn’t performance only the result of individual intelligence with hardware features at environment. But psychological aspects of individuals such as personality traits and EI where play an important role. More than last century with the creation of specialized fields of education and educational psychology, study student achievement factors affecting on leading part from research by experts in the field is formed that from the present research determine the contribution and the participation of non-cognitive variables is in academic achievement. Nearly one century is psychologists widely to identify predictors of academic achievement \u00a0 work (Gustav 1, 1992). Petraydz et al. (2004) the relationship emotional intelligence attribute for academic achievement\u00a0check out they concluded\u00a0emotional intelligence\u00a0the relationship between cognitive abilities and academic achievement moderates. Emotional intelligence\u00a0 in our view Pierre Vasalvy \u00a0 serve as a capability include \u00a0 the capacity of perception, expression recognition application and \u00a0 emotions managing \u00a0 self and others (Zare, 2009).Goleman in 1995.Emotional intelligence including the ability of its stimulate\u00a0 and resistance deal with frustration, control of impulses\u00a0 and delaying joy,\u00a0 set your mood,\u00a0 empathy up and being hopeful defines\u00a0 and in 1998\u00a0to\u00a0 the capacity to recognize their feelings\u00a0 and others, stimulate own and manage their emotions. At relations define (Razeghi, 2009). On the other hand research has shown character in many cases, important role and considerable. Characteristics in fact as the driver’s mood, to\u00a0purpose considered. That is, these characteristics man susceptible to different behaviors in certain situations the (Kalygury, 2000). Five characteristics of characters including neurosis, extraversion, conscientiousness, openness to experience is acceptable. Authors \u00a0 for example Barrier 2 (2001)\u00a0believe that\u00a0 learning\u00a0 often\u00a0 in schools reduced to the final product, but \u00a0 process eligible depth is widespread\u00a0 and understanding the process \u00a0 can not the result according exclusive to the results. \u00a0 Focused on results and training products, are understood \u00a0 and get what\u00a0in the learning process\u00a0there is destroys in this process, emotions can be \u00a0 progress and the success of students facilitate or \u00a0 weakening them. In research Rahman Nejad that the relationship between emotional intelligence and personality characteristics of students assessed showed that\u00a0with 95% confidence it can be said that between emotional intelligence and character traits \u00a0(Introversion and extraversion and the relationship between male and female there is not the emotional intelligence significant relationship. But between emotional intelligence and character traits there is stable and fluctuate with 99% confidence meaningful relationship. Recent research\u00a0stressed that personality factors especially at higher levels of formal education play role in predicting educational performance (Chamuru-Permuzyk Vafarenham, 2003). Emotional Intelligence\u00a0Bradbry and Jane Graves including: social awareness and manage is the relationship\u00a0and self-awareness, self-management. In other research Rahimzada (2001) between student achievement\u00a0and their emotional intelligence achieved a significant relationship. As well as\u00a0between male and female student achievement\u00a0there was a significant difference and academic achievement of girls\u00a0most of the boys. \u00a0Overall score emotional intelligence \u00a0 between boys and girls\u00a0there was no significant difference. Zare (2001) in this research to \u00a0 the study \u00a0 forecast achievement through the emotional intelligence of students has implemented in junior high school Emotional intelligence questionnaire\u00a0once it in the city\u00a0and on people\u00a0examples their study. Results showed in this study, significant correlation (68 r = %) between emotional intelligence\u00a0and success.\u00a0 Between 48%fromthe total variance in academic achievement emotional intelligence explained (from Rajabi, 2006). The purpose of this study it is the relationship between personality characteristic and emotional intelligence with the academic performance medical students of Alborz province we review and that the personality characteristics and emotional intelligence has to what extent power of forecast the academic performance students.<\/p>\n

Methods<\/strong><\/p>\n

the study of\u00a0plans is\u00a0descriptive or more precisely \u00a0plan correlation\u00a0and of predictive (regression).\u00a0It should be noted that in this study,\u00a0variable\u00a0personality characteristics\u00a0and EI\u00a0serve as\u00a0variable predictive variables and variable are the academic performance\u00a0the criteria. Research communities in this study, all students, at least one semester to be spent at Alborz University of Medical Sciences\u00a0in 2012. The number of university students is\u00a0924 people by using Morgan table the sample size required about 269\u00a0of the students 2012-2013 school year is\u00a0Alborz University of Medical Sciences.<\/p>\n

The data collection tool: at the theoretical framework\u00a0of resources and various sources were used\u00a0such as books, journals, theses. Collecting of information will be performed by using\u00a0standard questionnaires\u00a0and its distribution within the sample\u00a0and required information.<\/p>\n

Questionnaires personality trait NEO-FFI and emotional intelligence questionnaire:\u00a0\u00a0 in this study,\u00a0from\u00a0questionnaires personality trait NEO-FFI have60\u00a0questions. Section theoretical framework were used various resources and references such as books, journals, theses. Data collection using standard questionnaire its distribution collected among the statistical sample will take place required information. Scoring this means that questions as five option from strongly disagree (0)disagree (1),idea (2),agree (3),and strongly agree (4).Some questions are in reverse scoring. Time required completing used the questionnaire.10 to 15 minutes and questionnaire self-assessments. Emotional intelligence questionnaire\u00a0Brad Barry and Jane Graves this questionnaire\u00a0is 28 questions.\u00a0 Scoring method\u00a0is that\u00a0Individual items according to their specific columns we scoring\u00a0and to the soft score at table for items\u00a0turn\u00a0the all items obtained\u00a0on the bottom these four scores are collected and the number obtained to the total scores write and the table on the total score of emotional intelligence according to it, we write the tables book emotional intelligence by Bradbry available. As well as demographic information students of\u00a0 such as age, sex, marital status, field of study \u00a0 collect your after permission it was obtained the authorities and in coordination with the department of education the average students of semester \u00a0 first semester 2012. \u00a0 From the 269 questionnaires distributed was completed in the end \u00a0 249 questionnaires. Methods: Information for research with the implementation of questionnaires as a group on the samples in question \u00a0 in different fields \u00a0 respectively. \u00a0 To the prevention of \u00a0 orientation mental patient to name and the content of the tests, was also provided after running the some scores which tended. Results findings \u00a0 on two levels descriptive statistics \u00a0 and were analyzed inferential statistics. In the description, to compare the demographic characteristics \u00a0 from \u00a0 absolute frequencies, cumulative frequency percent, column charts, Pie chart\u00a0 and also \u00a0 average and \u00a0 standard Were used deviation \u00a0. As well as in the inferential statistics as regards \u00a0 the data were from a distance by using \u00a0 Pearson correlation analysis \u00a0 and multiple regressions \u00a0 were analyzed. Total number of individuals, 249 people, as well as\u00a0the number of women (52.2 percent) in this study, most of men (47.8 percent) has come in table 1.<\/p>\n

Table<\/strong> 1: frequency, frequency percentage and the percentage of compression for sex<\/strong><\/p>\n\n\n\n\n\n\n
sex<\/strong><\/td>\nfrequency<\/strong><\/td>\nfrequency percentage<\/strong><\/td>\ncondensation percent<\/strong><\/td>\n<\/tr>\n
Females<\/strong><\/td>\n130<\/td>\n52.2<\/td>\n52.2<\/td>\n<\/tr>\n
Male<\/strong><\/td>\n119<\/td>\n47.8<\/td>\n100<\/td>\n<\/tr>\n
Total<\/strong><\/td>\n249<\/td>\n100<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

As can be seen the number of single people in men (51.4) most of women (48.6), respectively.\u00a0However, the number of married people in women (71.8) most of men (28.2), respectively. Field of study frequency and percent frequency were related to the field of study samples in table 2. The results of this table most people field operating room and medical emergencies.<\/p>\n

The only a few this means that are 10.4% of occupational health and midwifery. The following pie chart has been determined for degree students of according to sex.<\/p>\n

Table 2: The frequency and frequency percentage related to academic disciplines<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
education<\/strong><\/td>\nfrequency<\/strong><\/td>\nfrequency percentage<\/strong><\/td>\nfrequency<\/strong>
\n condensation<\/strong><\/td>\n<\/tr>\n
public health<\/strong><\/td>\n20<\/td>\n8<\/td>\n8<\/td>\n<\/tr>\n
occupational health<\/strong><\/td>\n13<\/td>\n5.2<\/td>\n13.3<\/td>\n<\/tr>\n
environmental health<\/strong><\/td>\n23<\/td>\n9.2<\/td>\n22.5<\/td>\n<\/tr>\n
operating room<\/strong><\/td>\n46<\/td>\n18.5<\/td>\n41<\/td>\n<\/tr>\n
anesthesiology pediatric<\/strong><\/td>\n32<\/td>\n12.9<\/td>\n53.8<\/td>\n<\/tr>\n
nursing<\/strong><\/td>\n34<\/td>\n13.7<\/td>\n67.5<\/td>\n<\/tr>\n
midwifery<\/strong><\/td>\n13<\/td>\n5.2<\/td>\n70.7<\/td>\n<\/tr>\n
medical emergency<\/strong><\/td>\n45<\/td>\n18.1<\/td>\n90.8<\/td>\n<\/tr>\n
medicine<\/strong><\/td>\n23<\/td>\n9.2<\/td>\n100<\/td>\n<\/tr>\n
total<\/strong><\/td>\n249<\/td>\n100<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Personality characteristics: Grades five characters are measured by NEO personality inventory.\u00a0Average, \u00a0 standard deviation, \u00a0 the minimum and maximum scores five personality table (3) states. That can be seen\u00a0most posts related to the\u00a0conscience and\u00a0the lowest average\u00a0related to the\u00a0extraversion. Emotional intelligence is measured of this variable by Bradbry questionnaire and Graves (2005). Components of emotional intelligence including; Self-awareness, self-management, social awareness, management is the relationship. Below average and standard deviation scores of emotional is obtained intelligence in the sample.<\/p>\n

Table 3: The mean, standard deviation, minimum and maximum scores of personality characteristic<\/strong><\/p>\n\n\n\n\n\n\n\n\n
<\/td>\nAverage<\/strong><\/td>\nstandard deviation<\/strong><\/td>\nMinimum<\/strong><\/td>\nmaximum<\/strong><\/td>\n<\/tr>\n
extraversion<\/strong><\/td>\n3.1239<\/td>\n0.72062<\/td>\n1.27<\/td>\n5<\/td>\n<\/tr>\n
neurosis<\/strong><\/td>\n3.6202<\/td>\n0.52141<\/td>\n2.18<\/td>\n4.91<\/td>\n<\/tr>\n
pinkness<\/strong><\/td>\n3.5672<\/td>\n0.48936<\/td>\n1.73<\/td>\n4.91<\/td>\n<\/tr>\n
conscientiousness<\/strong><\/td>\n3.6270<\/td>\n0.49250<\/td>\n2.36<\/td>\n4.91<\/td>\n<\/tr>\n
compatibility<\/strong><\/td>\n3.6250<\/td>\n0.62580<\/td>\n1.50<\/td>\n5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Table<\/strong> 4: The mean, standard deviation, minimum and maximum scores Related to emotional intelligence In the students<\/strong><\/p>\n\n\n\n\n\n\n\n
components of emotional intelligence<\/strong><\/td>\nAverage<\/strong><\/td>\nstandard deviation<\/strong><\/td>\nMinimum<\/strong><\/td>\nmaximum<\/strong><\/td>\n<\/tr>\n
social awareness<\/strong><\/td>\n2.8302<\/td>\n0.65404<\/td>\n1.20<\/td>\n4.60<\/td>\n<\/tr>\n
management of<\/strong>
\n \u00a0 relation<\/strong><\/td>\n		2.9432<\/td>\n0.76208<\/td>\n1.20<\/td>\n5<\/td>\n<\/tr>\n
self awareness<\/strong><\/td>\n2.9152<\/td>\n0.70361<\/td>\n1.86<\/td>\n5<\/td>\n<\/tr>\n
self-management<\/strong><\/td>\n2.3285<\/td>\n0.69042<\/td>\n1<\/td>\n4.67<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

The academic performance: GPA students were considered as an indicator of the academic performance. You can see the average GPA students 16.59 and the scope 13.00 up to 20 variables. Next diagram related to the frequency of GPA the students have come. Survey research hypotheses hypothesis 1: The personality characteristic and academic performance there is meaningful relationship.<\/p>\n

Study<\/strong> hypotheses <\/strong>of\u00a0research<\/strong><\/p>\n

Hypothesis 1<\/strong><\/p>\n

Between personalities characteristic\u00a0and academic performance there is\u00a0meaningful relationship. In this hypothesis is\u00a0personality characteristics\u00a0as a predictive variable\u00a0and educational performance\u00a0as criterion variables.\u00a0 To test of this hypothesis\u00a0since scores of personality characteristics were used (extraversion, neuroticism, openness, conscientiousness and adaptability)\u00a0and educational performance\u00a0at\u00a0the distance\u00a0\u00a0 are from\u00a0Pearson’s correlation coefficient. Pearson correlation results has come\u00a0between the criterion variables and predictive at\u00a0table 5.<\/p>\n

Table\u00a05: Pearson correlation between personality characteristics and academic performance<\/strong><\/p>\n\n\n\n\n\n\n\n\n
<\/td>\nSolidarity<\/strong><\/td>\nCount<\/strong><\/td>\nLevel of significance<\/strong><\/td>\n<\/tr>\n
Extraversion<\/strong><\/td>\n0.163*<\/td>\n249<\/td>\n0.012<\/td>\n<\/tr>\n
Neurosis<\/strong><\/td>\n-1.231**<\/td>\n249<\/td>\n0.001<\/td>\n<\/tr>\n
Openness<\/strong><\/td>\n0.267**<\/td>\n249<\/td>\n0.000<\/td>\n<\/tr>\n
Conscientiousness<\/strong><\/td>\n0.362**<\/td>\n249<\/td>\n0.000<\/td>\n<\/tr>\n
Compatibility<\/strong><\/td>\n0.263**<\/td>\n249<\/td>\n0.000<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Hypothesis 2<\/strong><\/p>\n

Between \u00a0 emotional intelligence\u00a0and academic performance there is\u00a0meaningful relationship. In this hypothesis\u00a0emotional was considered intelligence as a predictive variable and academic performance as criterion variables. To test this hypothesis\u00a0since scores\u00a0emotional intelligence (social awareness, management respect, self-awareness and management of)\u00a0and academic performance were used\u00a0in the distance are\u00a0Pearson correlation test. Pearson correlation results have been reported between the criterion variables\u00a0and predictive table (6).<\/p>\n

Table\u00a06: Pearson correlation between emotional intelligence and educational performance<\/strong><\/p>\n\n\n\n\n\n\n\n
<\/td>\n<\/td>\nsolidarity<\/strong><\/td>\ncount<\/strong><\/td>\nlevel of significance<\/strong><\/td>\n<\/tr>\n
<\/td>\nSocial Awareness<\/strong><\/td>\n0.139*<\/td>\n249<\/td>\n0.03<\/td>\n<\/tr>\n
Management Of Relationship<\/strong><\/td>\n0.269**<\/td>\n249<\/td>\n0.001<\/td>\n<\/tr>\n
Self Awareness<\/strong><\/td>\n0.233**<\/td>\n249<\/td>\n0.001<\/td>\n<\/tr>\n
Self-Management<\/strong><\/td>\n0.249**<\/td>\n249<\/td>\n0.001<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Hypothesis 3<\/strong><\/p>\n

Emotional intelligence\u00a0and personality traits academic performance predicts. To\u00a0predict educational performance\u00a0according to emotional intelligence\u00a0and personality traits were used\u00a0multiple regression analysis.\u00a0 In this hypothesis dimensions of emotional intelligence (social awareness, relationship management, and management of self-consciousness) and personality traits (extraversion, neuroticism, openness, conscientiousness and adaptability) serve as predictive variables and academic performance as criterion variables\u00a0were entered into the regression equation.\u00a0 The results of this analysis have been reported the following tables.<\/p>\n

Table 7: Mmultiple correlation coefficient (regression coefficient) to predict educational performance<\/strong><\/p>\n\n\n\n\n
Model<\/strong><\/td>\nR<\/strong><\/td>\nR2<\/sup><\/strong><\/td>\nadjusted R2<\/strong><\/td>\nstandard error<\/strong>
\n estimates<\/strong><\/td>\n<\/tr>\n
Model 1: The predicts Educational performance of Over predictive variables<\/td>\n0.541<\/td>\n0.293<\/td>\n0.259<\/td>\n1.22064<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Table\u00a08: analysis of variance educational performance scores on the predictive variables<\/strong><\/p>\n\n\n\n\n\n\n
<\/td>\nStatistical indicators<\/strong><\/td>\nTotal of squares<\/strong><\/td>\ndegree of freedom<\/strong><\/td>\nmean square<\/strong><\/td>\nF<\/strong><\/td>\nlevel of significance (P)<\/strong><\/td>\n<\/tr>\n
Model<\/td>\nRegression<\/td>\n118.317<\/td>\n9<\/td>\n13.146<\/td>\n8.823<\/td>\n0.001<\/td>\n<\/tr>\n
Remaining<\/td>\n286.017<\/td>\n192<\/td>\n1.490<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Total<\/td>\n404.388<\/td>\n201<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Table<\/strong> 9: Regression coefficients standardized and non-standardized<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\u00a0<\/strong><\/td>\nnot standardized coefficients<\/strong><\/td>\nstandardized coefficients<\/strong><\/td>\nt<\/strong><\/td>\nlevel of significance<\/strong><\/td>\n<\/tr>\n
Variable<\/strong><\/td>\nB<\/strong><\/td>\nthe standard error<\/strong><\/td>\nBeta<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n<\/tr>\n

<\/td>\n20.486<\/td>\n1.341<\/td>\n<\/td>\n15.277<\/td>\n0.001<\/td>\n<\/tr>\n
Extraversion<\/strong><\/td>\n0.271<\/td>\n0.146<\/td>\n0.140<\/td>\n1.861<\/td>\n0.064<\/td>\n<\/tr>\n
Neurosis<\/strong><\/td>\n-0.437<\/td>\n0.219<\/td>\n-0.163<\/td>\n-1.999<\/td>\n0.047<\/td>\n<\/tr>\n
Openness<\/strong><\/td>\n0.476<\/td>\n0.203<\/td>\n-0.163<\/td>\n2.343<\/td>\n0.020<\/td>\n<\/tr>\n
Conscientiousness<\/strong><\/td>\n0.989<\/td>\n0.217<\/td>\n0.345<\/td>\n4.564<\/td>\n0.00<\/td>\n<\/tr>\n
Compatibility<\/strong><\/td>\n0.224<\/td>\n0.186<\/td>\n0.097<\/td>\n1.2<\/td>\n0.232<\/td>\n<\/tr>\n
Social Awareness<\/strong><\/td>\n0.093<\/td>\n0.170<\/td>\n0.043<\/td>\n0.549<\/td>\n0.548<\/td>\n<\/tr>\n
Management Of Relationship<\/strong><\/td>\n0.030<\/td>\n0.140<\/td>\n0.016<\/td>\n0.210<\/td>\n0.834<\/td>\n<\/tr>\n
Self Awareness<\/strong><\/td>\n0.377<\/td>\n0.162<\/td>\n0.192<\/td>\n2.237<\/td>\n0.021<\/td>\n<\/tr>\n
Self-Management<\/strong><\/td>\n0.391<\/td>\n0.181<\/td>\n0.192<\/td>\n2.164<\/td>\n0.032<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Based on the above table and according to the significant levels of neurosis, openness, conscientiousness, self awareness and management of own can academic performance\u00a0predict? According to the beta coefficient it can be said change the size of a standard deviation at neurosis, openness, conscientiousness, relationship management and management of own in order whereby is -0. 163, 0.163, 0.345, 0.192 and 0.192 SD change in the educational performance.<\/p>\n

According to the table above and on significant predictive variables the regression equation for the educational performance of students is as follows. (0.476 \u00d7 openness) + (-0.437 \u00d7 neurosis) +educational performance (0.391 \u00d7 self-management) + (0.377 \u00d7 Self Awareness) + (0.989 \u00d7 conscience).<\/p>\n

Conclusion<\/strong><\/p>\n

Results of this study showed that between all the components of emotional intelligence\u00a0and academic abilities, there is the significant positive correlation.\u00a0 This is shows that\u00a0broadly speaking emotional intelligence\u00a0makes\u00a0their educational ability. As well as\u00a0self-management\u00a0and the results\u00a0is with\u00a0many foreign studies\u00a0such as clip and Maluf (2001), Astunelmyr (2002), Fatun (2001), Ausjyl (2005), Vatuzsky and Lsama (2004) compatible. As well as many local studies is consistent such as Zoghi research (2005),Samari and Tahmasebi (2007)Zare (2001)Mansour (2002), the Besharat and Shamsipour (2006), Rahbary and Abdolmaleki (2009) and Bakhshy (2008). All of these studies suggest that emotional intelligence should be a criterion to determine the performance and academic abilities considered. One of the reasons\u00a0over the concept of emotional intelligence\u00a0in context\u00a0studies related to operation\u00a0and students’ progress there’s findings that\u00a0cognitive intelligence alone cannot\u00a0as it should be determining students’ educational performance.\u00a0 But another explanation that cans the importance of emotional intelligence and even its superiority cognitive intelligence the performance prediction and academic abilities\u00a0Justify The social aspect of it\u00a0is. Indeed you should know that each person in a context and social context Lives and it cannot be in way from this perspective, he said. Indeed our social environment full of events and events that need adjustment and compliance with these conditions. Upon review the relationship between personality characteristics with academic capabilities in this study, it was found that extraversion, openness, conscience and compatibility and academic performance there is a significant positive relationship. As well as between neurosis and academic performance is a significant relationship. As well as\u00a0regression analysis predict revealed\u00a0neurosis, openness,\u00a0conscience can academic performance.\u00a0 These findings is consistent you can Chamuz studies, Permuzyk and Farnham, 2003, Ahmadi (2008). In the explaining the above results is broadly speaking should be considered the personality characteristics infrastructure behavioral system of individuals sand determining factor on the how to identify and interpret surroundings. In order to study as well as components obtained serve as predictive of academic ability very important rein an aggregation from the present study it can be detailed pattern found the show lack of attention these factor scabby reducing the ability of students Combined. from personality features is placed components conscience, openness to experience and neurosis and emotional intelligence two self-management and self awareness model set academic ability forming that according to the should considered responsibility for education and relevant institutions. Broadly is speaking the results of this study. Suggests that Emotional Intelligence and personality traits as important factors in the ability of students are involved. These are very important and should be in connection with education and have been considered training of students. This issue is in the today’s education system which seeks to prepare the students to meet challenges large and small the next world, \u00a0it is very important. In these conditions, considering only in the lessons in the form of pellets\u00a0and an emphasis on cognitive intelligence are important in order to learn the lessons and ignoring concepts such as emotional intelligence and personality traits serve as a set of attributes that extremely individual learning, is a vast oversimplification. Because\u00a0the two components mentioned are considered the determining factors\u00a0and impact\u00a0on the academic capabilities.\u00a0 Therefore, schools should its activities on the\u00a0education and training emotional intelligence\u00a0and personality feature\u00a0focus. They should be considering that concepts like\u00a0emotional intelligence\u00a0and personality characteristics\u00a0with\u00a0educational issues are both of\u00a0in one direction\u00a0in the reach the specific goal. These concepts parallel to the both forward and convergence among efforts related to emotional intelligence and personality characteristics with educational activities tangible looks. It is enough beliefs and the prevalent opinion in the field courses of study to mental impasse accordingly to fall away and the way to accept the idea open focus on the personality characteristics and EI in certain courses the ability of our, to learn academic success required, guarantees and this belief your mind clear out.<\/p>\n

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