اثربخشی آموزش هوش هیجانی بر خودکارآمدی دیجیتال دانشجویان

مسعود  علیزاده; قاسم یعقوبی حسنکلا; آمنه  معاضدیان

Authors

Masoud Alizadeh Department of Psychology, Se.C., Islamic Azad University, Semnan, Iran Author https://orcid.org/0009-0008-1111-0746
Ghasem Yaghoubi Hassankola Department of Psychology, Bab.C., Islamic Azad University, Babol, Iran https://orcid.org/0000-0001-6049-1313
Ameneh Moazedian Department of Psychology, Se.C., Islamic Azad University, Semnan, Iran Author https://orcid.org/0000-0002-1433-6029

Keywords:

Emotional intelligence, digital self, efficacy, digital literacy, technostress, students

Abstract

Introduction and Aim: The rapid expansion of digital technologies has made digital self-efficacy an essential competency for university students, while psychological factors, particularly the ability to understand and regulate emotions, may substantially influence the development of such beliefs. This study aimed to investigate the effectiveness of emotional intelligence training in improving digital self-efficacy and its dimensions among university students.

Methodology: This quasi-experimental study employed a pretest–posttest control-group design with a two-month follow-up. The statistical population consisted of students attending the Amin Counseling Center of Islamic Azad University, Babol Branch, during the 2024–2025 academic year. Thirty eligible students were recruited through convenience sampling and randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group received ten weekly 90-minute sessions of emotional intelligence training based on the Bradberry and Greaves model, whereas the control group received no intervention. Digital self-efficacy was assessed using the Digital Self-Efficacy Scale developed by Ulfert and Schmidt. Data were analyzed using univariate analysis of covariance, repeated-measures analysis of variance, and Bonferroni post-hoc tests in SPSS 26.

Findings: Repeated-measures analysis showed significant intervention effects on information and data literacy (F(2,28)=6.12, p=.006), communication and collaboration (F(2,28)=6.89, p=.004), digital content creation (F(2,28)=6.05, p=.007), safety (F(2,28)=6.78, p=.005), problem solving (F(2,28)=7.12, p=.003), and total digital self-efficacy (F(2,28)=8.31, p=.001). ANCOVA further confirmed significant between-group effects across all dimensions (p<.05; η²=.21–.25). Bonferroni comparisons indicated significant differences between pretest and posttest and between pretest and follow-up scores, whereas posttest–follow-up differences were nonsignificant (p>.05).

Conclusion: Emotional intelligence training significantly improved students’ digital self-efficacy and all its dimensions, with intervention effects remaining stable at the two-month follow-up. Integrating emotional intelligence training into university counseling and digital empowerment programs may therefore strengthen students’ confidence and competence in managing digital environments.

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