Comparing the effectiveness of emotional intelligence training and spiritual intelligence training on ambiguity tolerance and motivation for progress in students with learning disabilities

Abstract

The present study aimed to compare the effectiveness of emotional intelligence training and spiritual intelligence training on executive functions in students with learning disabilities. The present study was a quasi-experimental study with a pre-test and post-test design and follow-up with a control group. All students with learning disabilities in Pishva-Varamin were referred to specialized learning disability centers in Pishva-Varamin in 1404; and the research sample included 45 people who were selected by convenience sampling and were randomly assigned to two experimental groups and a control group of 15 people. To collect data, the Standard Tolerance of Ambiguity Questionnaire Type II (MSTAT-II) by Weden et al. (2003) and the Hermans Achievement Motivation Questionnaire (1970) were used. For statistical analysis of data, a multivariate analysis of variance with repeated measures was used using SPSS software. The results showed that emotional intelligence training and spiritual intelligence training improved the scores of tolerance of ambiguity and achievement motivation compared to the control group (P<0.05). There is a statistically significant difference between the effectiveness of emotional intelligence training and spiritual intelligence training on ambiguity tolerance and motivation for progress in students with learning disabilities (P<0.05). Therefore, emotional intelligence training and spiritual intelligence training are effective methods in ambiguity tolerance and motivation for progress in students with learning disabilities.