College of Nursing
University of Basrah
Social Intelligence and Its Relationship
with Quality of Life Among Instructors
in University of Basrah
A Research
Submitted to the Council of College of Nursing
University of Basra
In Partial Fulfillment of The requirement for the
Degree of the Bachelor in Nursing science
By
Zainab Raad Shaaban
Zainab Jabbar Abdel-Aali
Nour Nadhim Abd
Supervised by
Lecturer
Doaa Mohammed Bachi
May 2023 AD
Dhu al-Qidah 1444 AH
Supervisor Certification
I certify that this research project, which entitled (Social
Intelligence and Its Relationship with Quality of Life Among
Instructors in University of Basrah) was prepared under my
supervision at the College of Nursing / University of Basra as
partial fulfilment of the requirement for the degree of Bachelor in
Nursing sciences.
Supervisor
Lecturer
Doaa Mohammed Bachi
College of Nursing
University of Basra
Date: / 5 / 2023
Approval Certification
After reviewing the project of research, we certify that it fullfils
all the requirements.
Head of Community Health Nursing
Lec. Dr. Firas A. Jassim
College of Nursing
University of Basra
Date:
/ 5 / 2023
Associate Dean for Scientific Affairs
Assist. Prof. Dr. Sundus Baqir Dawood
College of Nursing
University of Basra
Date: / 5 / 2023
‫اُه يِف الْ َ ريب‬
‫َول َ َق ْد َك َّر ْمنَا ب َ يِن آ َد َم َو َ ََحلْنَ م ْ‬
‫َوالْ َب ْح ير َو َر َز ْقنَ ماُه يرم َن ا َّلط ي ري َب ي‬
‫ات‬
‫اُه عَ َ َٰل َك يث ٍري يرم َّم ْن َخلَ ْقنَا تَ ْف يضيل‬
‫َوفَضَّ لْنَ م ْ‬
‫االسراء (‪)70‬‬
‫‪Dedication‬‬
‫إىل صاحب السرية العطرة‪ ،‬والفكر املُستنري؛‬
‫فلقد كان له الفضل األوَّل يف بلوغي التعليم العال‬
‫‪(.‬والدي احلبيب)‪ ،‬أطال اهلل يف عُمره‬
‫إىل من وضع املوىل ‪ -‬سبحانه وتعاىل ‪ -‬اجلنة حتت قدميها‪ ،‬ووقَّرها يف‬
‫كتابه العزيز (أمي احلبيبة)‬
‫‪.‬إىل إخوتي؛ من كان هلم بالغ األثر يف كثري من العقبات والصعاب‬
‫إىل مجيع أساتذتي الكرام؛ ممن مل يتوانوا يف مد يد العون ليكما نقدم أمسى‬
‫آيات الشكر والعرفان اجلميل لألستاذة دعاء حممد اليت تفضلت بقبول اإلشراف على‬
‫حبث التخرج‪،‬‬
‫الباحثي‬
I
A CKNOWLEDGMENT
ACKNOWLEDGMENT
First and foremost, we must acknowledge our limitless
thanks to Allah, the Ever-Magnificent; the Ever-Thankful, for His
help and bless. We are totally sure that this work would have
never become truth, without his guidance.
We also thank the supervisor of Lecturer. (Doaa
Mohammed Bachi) for helping and providing scientific advice,
psychological support and appreciation during the study period.
We would like to thank Instructors who Agree to contributed
with our study.
We also would like to express our wholehearted thanks to
our family for their generous support they provided us
throughout my entire life.
Our grateful to the Dean and faculty members in the College
of Nursing, University of Basra for their efforts and continued
support for completing our academic studies
II
bstract
A Abstract
Background: Social intelligence is the ability that enables a person to
understand the motives, feelings, and moods of others, and to deal with them
correctly and appropriately. Quality of life (QoL) is a concept which aims to
capture the well-being, whether of a population or individual, regarding both
positive and negative elements within the entirety of their existence at a
specific point in time.
Objectives: To assess the level of social intelligence and quality of life
among Instructors in University of Basrah. To explore the relationship
between social intelligence and quality of life among Instructors in
University of Basrah. To knowing the relationship between instructors’ level
of social intelligence and their demographic characteristics such as age,
gender, marital status, scientific qualification, work address, address, years
of experience, and income level.
Methodology: A descriptive cross-sectional study was conducted in the
University of Basra from 28th November 2022 to the 25thof May 2023. Non
-probability (a purposive sample of 200 Instructors (males and females) in
different college of Basrah university A questionnaire designed by the
researcher, scales were adopted and modified through extensive review of
relevant literature.
Results: The results demonstrate that there was Moderate level of Social
Intelligence and quality of Life among instructors in Basarah University. The
results demonstrated that there are significant relationships between the
scales. The results demonstrated that there was a positive relationship
between the levels of social intelligence and level of quality of life (.
Conclusions: There was Moderate level Moderate level of Social
Intelligence and quality of Life among instructors in Basarah University. The
results demonstrated that there are significant relationships between the
scales. The results demonstrated that there was a positive relationship
between the levels of social intelligence and level of quality-of-life
Recommendation: Holding training and counseling courses to develop
social personal intelligence and social responsibility, Encouraging teachers
to exchange necessary experiences at work and with those around them in
the external community, and Conducting a study to identify the extent of the
relationship between social intelligence and the ability to solve problems.
III
List of Contents
Subjects
Page
Acknowledgments
I
Abstract
II
List of Contents
III
List of Tables
IV
List of Figures
V
List of Abbreviations
VI
List of Appendices
VI
Chapter One
Introduction
1.1. Introduction
2
1.2. important of the study
3
1.3. Objectives
3
Chapter Two
Review of Literature
2.1 Historical Context of social intelligence and quality of life
5
2.2 Social Intelligence
7
2.2.1. Definition of social intelligence
7
2.2.2. Components Of Social Intelligence
8
2.2.3. Dimensions Of Social Intelligence
9
2.2.4. Signs of Social Intelligence
9
2.2.5. How to Develop Social Intelligence
10
2.3. Quality Of Life
11
2.3.1. Definition of quality of life
11
2.3.2. The factors, dimensions of quality of life.
12
Chapter three
Methodology
3.1. Design of the Study
15
3.2. Settings of the Study
15
3.3. The Sample of the Study
15
3.4. The Study Instrument
15
3.5. Validity and reliability
16
3.5. Data Collection
16
3.6. Statistical data Analysis
16
Chapter Four
Results of the Study
17-24
Chapter Five
Discussion of the Study Results
5.1. Discussion of Demographic Characteristics of the instructors
26
5.2. Discussion The Total Level of Social Intelligence
27
5.3. Discussion The Level of Quality of Life
28
5.4. Discussion Analysis Results Demonstrating the Relationship
Between Levels of Social Intelligence and level of Quality of Life.
28
5.5. Discussion The Relationship Between Instructors’ Level of
Social Intelligence and their Demographic Characteristics
Chapter Six
28
Conclusions and Recommendations
6.1. Conclusions
31
6.2. Recommendations
32
References
Appendices
34-37
IV
List of Tables
Table
Titles
No.
4-1
Distribution of the Sample according to their work
place, address, Years of experience, and Income level .
Page
20
4-2
The Total Level of Social Intelligence
21
4-3
The Level of Quality of Life
21
Analysis Results Demonstrating the Relationship
4-4
Between Levels of Social Intelligence and level of
22
Quality of Life.
4-5
The Relationship Between Instructors’ Level of Social
Intelligence and their Demographic Characteristics
22
V
List of Figures
Figure
No.
4-1
4-2
4-3
4-4
Title
Distribution of the Sample according to their sex
(N=200)
Distribution of The Study Sample According to
Their Age (N=200)
Distribution of the Sample according to their
marital status (N=200)
Distribution of the Sample according to their
scientific qualification (N=200)
Page
18
18
19
19
VI
List of Appendices
ITEM
APPENDICES
A
Questionnaire of The Study
B
List of Experts
List of Abbreviations
ITEM
Abbreviations
QoL
Quality of life
WHO
World Health Organization
M
Arithmetic Mean
Sd
Standard deviation
CHAPTER ONE
INTRODUCTION
2
Chapter One
Introduction
1.1
Introduction
Social intelligence is a term that refers to the ability to deal with
relationships and social situations with intelligence and sophistication, and
the social experience to do so according to circumstances and psychological
state without overwhelming emotions and nervousness. In other words, the
concept of social intelligence is the ability to act wisely with the social
environment regardless of gender, temperament, and relationship. [1]
Social intelligence is the ability that enables a person to understand the
motives, feelings, and moods of others, and to deal with them correctly and
appropriately. [2]
Social intelligence role is important in the teaching profession,
which is one of the professions that need a level of social intelligence, as
social intelligence skills help the teacher to be understanding of the feelings
of others and behave properly with them and work on helping others, as the
socially intelligent individual is considered a better individual than others in
recognizing his own emotions and those of others. [3]
Quality of life (QoL) is a concept which aims to capture the wellbeing, whether of a population or individual, regarding both positive and
negative elements within the entirety of their existence at a specific point in
time. For example, common facets of QoL include personal health (physical,
mental, and spiritual), relationships, education status, work environment,
CHAPTER ONE
INTRODUCTION
3
social status, wealth, a sense of security and safety, freedom, autonomy in
decision-making, social-belonging and their physical surroundings.[4]
1.2 Important of the study:
This study attempts to find out the actual reality of university
professors practicing social intelligence skills because of its importance,
because it is related to the art of dealing between them and their fellow faculty
members and students in light of human relations, improving social relations
and activating communication and social interaction at the university.
The importance of the study is also due to the status of university
professors and their main role in achieving the goals of the university, in
addition to the fact that attention to the component of the quality of life is
considered one of the areas that should be focused on in studies because of
its role in improving the level of performance of professors for their various
roles, which leads to a decrease in the shortcomings in quality of university
education outputs.
1.3 Objectives of the study:
1. To assess the level of social intelligence and quality of life among Instructors
in University of Basrah
2. To explore the relationship between social intelligence and quality of life
among Instructors in University of Basrah
3. To knowing the relationship between instructors’ level of social intelligence
and their demographic characteristics such as age, gender, marital status,
scientific qualification, work address, address, years of experience, and
income level.
CHAPTER TWO
REVIEW OF LITERATURE
Chapter Two
Review of Literature
2.1 Historical Context of social intelligence and quality of life
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The theory of social intelligence was first brought to the forefront by
American psychologist Edward Thorndike in 1920. He defined it as, “The
ability to understand and manage men and women and boys and girls, to act
wisely in human relations.” No one is born socially intelligent. Instead, it
involves a set of skills that an individual learns over time.[5]
Following World War II, numerous researchers built on the work of
Thorndike and others to develop a more thorough understanding of cognitive
development and individual behavior. The concept of Social Intelligence
entered the academic and business mainstream in the 1980s as various papers
and books were published. Psychologist Howard Gardner’s 1983 book
Frames of Mind: The Theory of Multiple Intelligences differentiated
intelligence into specific ‘modalities’, rather than seeing intelligence as
dominated by a single general ability. He identified eight modalities including
logical, visual, intrapersonal and interpersonal. The intrapersonal and
interpersonal modalities are closely aligned with what today we call emotional
intelligence and more broadly Social Intelligence [6]
In the late twentieth and early twenty-first centuries, work on social
intelligence became closely linked to research on autism. It has been argued
that one of the main deficits in autism and other disorders on the autism
spectrum is a lack of proper development of social intelligence or expertise in
dealing with people. This line of work on social intelligence is related to the
“theory of mind,” which typically refers to a specific cognitive capacity to
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understand that others have beliefs, desires, and intentions that are different
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from one’s own.[7]
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Academic interest in quality of life grew after World War II, when there
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CHAPTER TWO
REVIEW OF LITERATURE
was increasing awareness and recognition of social inequalities. This provided
the impetus for social indicators research and subsequently for research on
subjective well-being and quality of life. The patient’s view of his or her own
health had long played some role in medical consultation; however, in terms
of the health care literature, researchers did not begin collecting and reporting
such data systematically until the 1960s[8]
The concept of quality of life emerged in the 1970s as an important new
outcome for health care. which quality of life served as a powerful rhetorical
device which was invoked for ‘solving’ major social and medical problems
and dilemmas. Over the last two decades the measurement of health-related
quality of life has had a major impact on the evaluation of health care and
medical interventions. [9]
For the World Health Organization (WHO), they proposed in 1947 an
implicit concept of quality of life, and this concept was healthcare-oriented
when health was defined as a state of good health that includes physiological,
mental and social aspects and not necessarily the absence of disease. This
term remained until 1978, when the World Health Organization (WHO)
expanded the term and explained that individuals have the right to
psychological care and an appropriate quality of life[10]
Alexander, he pointed out that the first beginnings of the concept of
quality of life were with its use as a synonym for progress, human well-being
and quality of life in terms of economic progress, which made researchers use
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objective indicators, such as per capita national income. industrial production
P
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and consumption rates[11]
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(2000: 24, Snoek) states that the first clear approach to the concept was
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CHAPTER TWO
REVIEW OF LITERATURE
by American economists Samuel Ordway (1953) and Fairfield Osborn (1954),
who articulated by using this concept to express their concern over
environmental risks to economic and industrial growth.
Snoek (2000) believes that during the 1960s, social scientists became more
interested in the question of quality of life or quality of life, especially the
relationships between economic and social indicators of quality of life, but
once the decade of the 1960s came to an end, the concept of quality of life
took a completely different turn to express the opposition movement, It is the
rejection of a consumer society. [12]
2.2 Social Intelligence
2.2.1. Definition of social intelligence
Definitions of social intelligence varied and multiplied: Othman and
Hassan define it as: “The individual’s ability to perceive personal
relationships, and his ability to influence others in the event of interaction with
others, which leads to social harmony and the achievement of the individual’s
short and long goals[13]
Social intelligence can be defined as the ability to control emotions and
feelings; therefore it can aid mental activities, decision making and
communication. Social intelligence is one of the first choices in completing
the traditional concepts of capability [14]
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2.2.2. Components Of Social Intelligence
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Social intelligence indicates that to what extent managers possess
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capabilities like social skills, social information processing, social awareness,
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CHAPTER TWO
REVIEW OF LITERATURE
and social desirability.[14].
• Social skills are key factors in recognition of points of strength and
weakness. All the units that have this ability including managers, leaders,
and experts are continuously looking for receiving feedback on their
performance and learn from their failures
• Processing social information reflects a person's ability in regulating
distressing emotions like anxiety or nervousness and managing such
situations.
• Social awareness; an individual through becoming aware of others'
feelings, tastes, and needs identifies the paradoxical situations, and makes
use of this source of information to establish a good relationship with them.
Goleman believes that understanding others' feeling while making decision
and ethical judgments is of high value and lack of sympathy is a
fundamental shortcoming in social intelligence [15]
• Social desirability; this component denotes how to interact with
individuals in the emotional situations which is also referred as social skill.
Goleman holds that the individuals who intend to build relationships with
others effectively need to have the ability to distinguish, separate, and
control their feelings. Only through having superior social skills, the
individuals know where and when to show emotional state[16]
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2.2.3. Dimensions Of Social Intelligence
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There are four Dimensions of social intelligence include:[17]
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1-The ability to plan socially: Planning processes are likely to be one of the
CHAPTER TWO
REVIEW OF LITERATURE
basic features of social intelligence, and may explain (25%) to (30%) of the
variation in measures of effective social behavior.
2- Perceptions of control and perceptions of competence: that individuals who
perceive themselves as competent and control work more than others have
internal control and tend to make a great effort to control their environments.
3- Empathy: It refers to the degree of empathy for others when seeing them in
an unpleasant situation or in a problem.
4- Directing goals: those who give priority to social goals and direct them are
more socially efficient and socially intelligent than those who give priority to
non-social goals.
2.2.4. Signs of Social Intelligence
People who are socially intelligent display core traits that help them
communicate and connect with others.[18]
❖ Effective Listening: A person who possesses social intelligence doesn’t
listen merely to respond but truly pays attention to what a person is saying.
The other folks in the conversation walk away feeling like they were
understood and that they made a connection.
❖ Conversational Skills: Have you ever seen someone “work the room?”
They have conversational skills that enable them to carry on a discussion
with practically anybody. [18]
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❖ Reputation Management: Socially intelligent people consider the
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impression that they make on other people. Considered one of the most
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complex elements of social intelligence, managing a reputation requires
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careful balance—a person must thoughtfully create an impression on
CHAPTER TWO
REVIEW OF LITERATURE
another person while still being authentic.
❖
Lack of Arguing: Someone with social intelligence understands that
arguing or proving a point by making another person feel bad isn’t the way
to go. They don’t outright reject another person’s ideas, but rather listen to
them with an open mind—even when it’s not an idea that they personally
agree with.
2.2.5. How to Develop Social Intelligence
While some people may seem to develop social intelligence without really
trying, others have to work to develop it. Luckily, certain strategies can help
a person build social skills. These tactics can help you develop social
intelligence [19]
• Pay close attention to what (and who) is around you. Socially
intelligent people are observant and pay attention to subtle social cues
from those around them.[20]
• Work on increasing your emotional intelligence. Although similar to
social intelligence, emotional intelligence is more about how you
control your own emotions and how you empathize with others. It
requires recognizing when you’re experiencing an emotion—which
will help you recognize that emotion in others—and regulating them
appropriately. An emotionally intelligent person can recognize and
control negative feelings, such as frustration or anger, when in a social
setting [21]
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• Respect cultural differences. More than that, seek out cultural
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differences so you can understand them. Although most people learn
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people skills from their family, friends and the community surrounding
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them, a socially intelligent person understands that others might have
CHAPTER TWO
REVIEW OF LITERATURE
different responses and customs based on their upbringing.
• Practice active listening. Develop your social intelligence by working
on your communication skills—which requires active listening.
[22]
Don’t interrupt. Take time to think about what someone else is
saying before you respond. Listen to the inflections in what others say,
which can give you clues to what they really mean.
• Appreciate the important people in your life. Socially intelligent people
have deep relationships with people who are meaningful to them. Pay
attention to the emotions of your spouse and children, friends, coworkers, and other peers. If you ignore the closest people in your life,
you’re missing the cues on how to connect with them.
2.3. Quality Of Life
2.3.1. Definition of quality of life:
Quality of life (QOL) is defined by the World Health Organization as "an
individual's perception of their position in life in the context of the culture and
value systems in which they live and in relation to their goals, expectations,
standards and concerns".[23] Standard indicators of the quality of life include
wealth, employment, the environment, physical and mental health, education,
recreation and leisure time, social belonging, religious beliefs, safety, security
and freedom.[24] QOL has a wide range of contexts, including the fields of
international development, healthcare, politics and employment. Health
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related QOL (HRQOL) is an evaluation of QOL and its relationship with
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health.[25]
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2.3.2. The factors, dimensions of quality of life
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CHAPTER TWO
REVIEW OF LITERATURE
The main problem is that there is no universal quality of life determination.
Quality of life is influenced by an individual’s physical and mental health, the
degree of independency, the social relationship with the environment, and
other factors [26]
Quality of life also depends on external f actors. Good living conditions
or circumstances will determine high quality of life, but if these conditions
vary, the individual’s satisfaction with his or her quality of life will vary too.
Quality of life is influenced by many various factors and conditions, such as:
accommodation, employment, income, material welfare moral attitudes,
personal and family life, social support, stress and crises, health-related
quality of life, health care service, working conditions, nourishment,
education opportunities, relationships with the environment, eco-factors, and
others. The domains of quality of life are [26]:
1. Physical state (health, working load, stamina, nourishment);
2. Material state (welfare, living conditions, economics quality; average
income, purchasing power, work and recreation conditions, etc.);
3. Psychological state (emotions, attitudes, values, self-esteem, job
satisfaction, stress; moral psychological climate within the family, an
organization, the community, the nation);
4. Education and self-development (learning, education quality, skills and
application of knowledge)
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5. Social relation (relationship with people, family, society, support);
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6. Self-expression possibilities and leisure (recreation, hobby, creation,
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entertainment);
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CHAPTER TWO
REVIEW OF LITERATURE
7. Safety and environment (physical persona l security – body, legal, social;
work environment, economic, political, juridical environment)
CHAPTER THREE
METHODOLOGY
Chapter Three
Methodology
3.1. Design of the Study:
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A descriptive cross-sectional study was conducted in the University of
Basra from 28th November 2022 to the 25thof May 2023.
3.2. Settings of the Study:
The present study was conducted in Basra governorate at University of
Basra
3.3. The Sample of the Study:
Non -probability (a purposive sample of 200 Instructors (males and
females) in different college of Basrah university according to following:
Inclusion criteria:
• Male and female instructors.
• Instructors who agree to participant in the study
Exclusion Criteria:
• instructors how are refused participate in the study
3.4. The Study Instrument:
The questionnaire was adopted after extensive review of available
literature and related studies.
The study instrument consists three parts: The first section is a social and
demographic characteristics sheet consisting of (9) elements, which includes
gender, age, marital status, scientific qualification, work address, address,
years of experience, number of family members and income level
, As In the second part, there were A group of paragraphs related to social
intelligence [27]. The questionnaire consists of (20 item) arranged on a five-
16
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point scale (To a very great extent, to a great extent, to a moderate extent, to
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a little extent, to a very little extent) (1,2,3,4,5 points)
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The third part is related to the scale of quality of life. [28]. The
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questionnaire consists of (35item) arranged on a five-point scale (never, very
CHAPTER THREE
METHODOLOGY
little, fairly, much, very much) (1,2,3,4,5 points)
3.5. Validity and reliability of Scales:
The scale was presented in its initial form to 9 professors of the College
of Nursing, University of Basra, to express their opinions on the dimensions
and items of the scale. The name of experts found in appendix B
3.6. Data Collection:
The demographic characteristic was obtained through a direct interview
with each student in the study used, adopted and developed questionnaire
format. The data collection process had been performed for the period from
16th December 2022 until 15th February 2023.
About (15-20) minutes were spent with each respondent to complete filling
the questionnaire format.
3.7. Statistical data Analysis:
The following statistical data analysis approaches were applied in order
to analyze the data of the present study through using (spss-ver.16)
1. Arithmetic Mean (M)
2. Standard deviation (Sd)
3. Percent (%)
4. Chi-Square
5. Frequency
6. Pearson Correlation
CHAPTER FOUR
RESULTS
Chapter Four
Results of The Study
The statistical procedures were applied for the purpose of analyzing the
results of the present study; the results were manipulated and interpreted. Those
results are based on the sample responses to the study instrument.
Gender
Male
36%
Male
Female
64%
Female
Figure (1): Distribution of the Sample according to their sex (N=200)
The results show that more than half of the study sample (64%) are female.
Age
61.5
35.5
3.0
less han 30
30-40
less han 30
30-40
more than 40
more than 40
18
CHAPTER FOUR
RESULTS
19
Figure 2: Distribution of The Study Sample According to Their Age (N=200)
The results show that the majority of sample (61.5%) their age more than 40 years
marital status
22.0%
Married
Single
78.0%
Figure (3): Distribution of the Sample according to their marital status (N=200)
The results show that the majority of sample 78 %) are married
scientific qualification
doctorate
43%
master
57.0%
Figure (4): Distribution of the Sample according to their scientific qualification
(N=200)
The Figure show that the majority of samples (57%) their scientific qualification
was master degree.
CHAPTER FOUR
RESULTS
20
Table (1): Distribution of the Sample according to their work place, address,
Years of experience, and Income level.
Frequency
Percent%
Work address
Nursing college
11
5.5%
Faculty of administration and
28
14%
College of Law
42
21%
College of Art
80
40%
College of Fine Arts
30
15%
College of girls education
9
4.5%
Total
200
100 %
In city center
200
100%
Total
200
100%
economics
Address
Years of experience
Less than 5 years
18
9%
5-10 years
103
51.5%
More than 10 years
79
39.5%
Total
200
100%
Income level
Moderate
58
29%
High
142
71%
Total
200
100%
The results show that the majority of sample (40%) work in college of arts, and
all the sample live in the center of al-basrah city, (51.5%) Years of experience
between 5-10 years, and their Income level was (71%) are high.
CHAPTER FOUR
RESULTS
21
Table (2): The Total Level of Social Intelligence
Level of Social
Frequency
Percent %
Moderate
185
92.5%
High
15
7.5%
Total
200
100%
Intelligence
((Cut of point= 1.33)) ((1 -2.33 = Low ; 2.34 – 3.67 = Moderate ; 3.68 – 5=High))
The results demonstrate that around (92.5. %) of the study group instructors had
Moderate level of Social Intelligence, only (7.5%) had high level of Social
Intelligence
Table (3): The Level of Quality of Life
Level of Quality of Life
Frequency
Percent %
Moderate
159
79.5%
High
41
20.5%
Total
200
100%
((Cut of point= 1.33)) ((1 -2.33 = Low ; 2.34 – 3.67 = Moderate ; 3.68 – 5=High))
The results demonstrate that around (79.5%) of the study group instructors had
Moderate level of quality of life, only (20.5%) had high level of quality of life
CHAPTER FOUR
22
RESULTS
Table (4): Analysis Results Demonstrating the Relationship Between Levels of
Social Intelligence and level of Quality of Life.
level of Social
Intelligence
level of Quality
of Life
1
.329*
Pearson
Correlation
level of
Quality of
Life
0.000
Sig. (2-tailed)
level of
Social
Intelligence
N
200
200
Pearson
Correlation
.329*
1
Sig. (2-tailed)
0.000
N
200
200
*Correlation is significant at the 0.05 level (2-tailed).
The table show that there are significant relationships between the scales. The
results demonstrated that there was a positive relationship between the levels of
social intelligence and level of quality of life (P<0.05).
Table (5): The Relationship Between Instructors’ Level of Social
Intelligence and their Demographic Characteristics
Demographic
Data
Age
Social Intelligence
Rating
Low Moderate High
Less than 30
6
0
30-40
67
4
More than 40
112
11
Chi-Sq
D. F
1.212a
2
Level of
Significant
0.545 NS
CHAPTER FOUR
Male
68
4
Female
117
11
Married
146
10
Single
39
5
Scientific
Master
108
6
qualification
Doctorate
77
9
Nursing college
10
1
25
3
College of Law
39
3
College of Art
75
5
30
0
6
3
185
15
14
4
96
7
75
4
Gender
Marital status
23
RESULTS
0.613a
1
0.434 NS
1.214a
1
0.271NS
1.912a
1
0.167 NS
11.735a
5
0.039
2
0.041NS
Faculty of
administration
and economics
Work address
College of Fine
Arts
College of girls
education
Address
City center
Less than
5years
Years of
experience
5-10
More than 10
years
0.a
6.373a
CHAPTER FOUR
Income level
24
RESULTS
Moderate
57
1
High
128
14
3.928a
1
0.047
This table shows that there is no significant relationship between instructors’
level of social intelligence and their demographic characteristics, except the income
level.
CHAPTER FIVE
DISCUSSION OF RESULTS
26
Chapter Five
Discussions of the Results
This chapter discusses the results of this study regularly with the
support of the previous studies for the benefits of this discussion
5.1. Discussion of Demographic Characteristics of the
instructors
The result in Figure (1) shows the that more than half of the study
sample (64%) are female this study was inconsistent with Naser’s study (The
Personal-Social Intelligence and Its Relationship to Social Responsibility and
The Tendency to Keep Up with From the Viewpoint of Secondary School
Teachers) there result show about (53.25 %) was male.[29]
In Figure (2) The result show that the majority of sample (61.5%) their
age more than 40 years, this result was consistent with Carolina and others
study (Social Intelligence and Psychological Distress: Subjective and
Psychological Well-Being as Mediators) that show that show about (28.22%)
their age between (35-44). [30]
In Figure (3) the result show that the that the majority of sample 78 %)
are married. This result was inconsistent with Carolina and others study
(Social Intelligence and Psychological Distress: Subjective and Psychological
Well-Being as Mediators) that show about (50.32%) of the study is single. [30]
In Figure (4) that the majority of samples (57%) their scientific
qualification was master degree, this results inconsistent Carolina and others
study (Social Intelligence and Psychological Distress: Subjective and
CHAPTER FIVE
DISCUSSION OF RESULTS
27
Psychological Well-Being as Mediators) that show about (1.42%) have phD.
degree.[30]
In table (1) the results show that the majority of sample (40%) work in
college of arts, this results was inconsistent with Bharathi and other study (
Quality of work life: Perception of college teachers), that show only (38.5%)
of sample are working in Arts Department, and (61.5%) of the respondents
are working in Science Department[31]
The results revel that all the sample live in the center of al-basrah city,
(51.5%) this study was consistent with with Bharathi and other study (Quality
of work life: Perception of college teachers) that show (49.0%) of the
respondents are from urban place.[31]
The results revel that years of experience between 5-10 years,this
results was inconsistent with Akram and Amir study (Comparing the Quality
of Work Life among) University Teachers in Punjab, there results show about
(42.1%) their teaching experience (1to5years) [32]
5.2. Discussion The Total Level of Social Intelligence
The results demonstrate that around (92.5. %) of the study group
instructors had Moderate level of Social Intelligence, only (7.5%) had high
level of Social Intelligence, this results was inconsisitent with Ibrahim;s study
(Social Intelligence and Its Relationship With Quality of Life Among
Teachers in North Governorate of Gaza) that show the social intelligence
among the sample members from the teachers in the Governorate of Northern
Gaza is good.[33]
CHAPTER FIVE
DISCUSSION OF RESULTS
28
5.3. Discussion The Level of Quality of Life
The results demonstrate that around (79.5%) of the study group
instructors had Moderate level of quality of life, only (20.5%) had high level
of quality of life this results was inconsistent with Ibrahim;s study (Social
Intelligence and Its Relationship With Quality of Life Among Teachers in
North Governorate of Gaza) that show the Quality of life among the study
sample members from the teachers in the Governorate of Northern Gaza is
good. [33]
5.4. Discussion Analysis Results Demonstrating the Relationship
Between Levels of Social Intelligence and level of Quality of Life.
In Table (4) the result show that there are significant relationships between
the scales. The results demonstrated that there was a positive relationship
between the levels of social intelligence and level of quality of life (P<0.05).
this results was consistent with Ibrahim;s study (Social Intelligence and Its
Relationship With Quality of Life Among Teachers in North Governorate of
Gaza) that show there is a positive statistically significant difference at (0.01)
and (0.05) between the social intelligence and the life quality.[33]
5.5. Discussion The Relationship Between Instructors’ Level of
Social Intelligence and their Demographic Characteristics
Table (5) shows shows that there is no significant relationship between
instructors’ level of social intelligence and their demographic characteristics,
except the income level. this results was consistent with Ibrahim;s study
(Social Intelligence and Its Relationship With Quality of Life Among
Teachers in North Governorate of Gaza) that show There are no statistically
CHAPTER FIVE
DISCUSSION OF RESULTS
29
significant differences in all dimensions of the social intelligence and the total
grade according to the variance of age, social status and economic level.[33]
CHAPTER SIX
CONCLUSIONS AND RECOMMENDATIONS
31
Chapter Six
Conclusions and Recommendations
This chapter deals with the findings of the study and provides some
recommendations that can be suggested for future research
6.1. Conclusions
Based on the findings of the present study, the researcher concludes
the following:
6.1.1. There was Moderate level of Social Intelligence among instructors in
Basarah University.
6.1.2. There was Moderate level of Quality of Life among instructors in
Basarah University.
6.1.3. There that there are significant relationships between the scales. The
results demonstrated that there was a positive relationship between the levels
of social intelligence and level of quality of life (P<0.05).
6.1.4. There is no significant relationship between instructors’ level of social
intelligence and their demographic characteristics, except the income level.
CHAPTER SIX
CONCLUSIONS AND RECOMMENDATIONS
32
6.2. Recommendations:
Based on the findings of the present study, the researcher recommends
the following:
6.2.1. Holding training and counseling courses to develop social personal
intelligence and social responsibility
6.2.2. Encouraging teachers to exchange necessary experiences at work and
with those around them in the external community
6.2.3. Attention to educational activities that develop a sense of social
responsibility for all members of society.
6.2.4. Train Principal s to use creative thinking strategies, and develop
management programs which depend up on social skills and creative thinking
6.2.5. Paying attention to the different group activities inside the colleges
because of their great impact on developing the skills of social intelligence
6.2.6. Conducting a study to identify the extent of the relationship between
social intelligence and the ability to solve problems
REFERENCES
34
REFERENCES
References
: ‫المصادر العربية‬
)70( ‫ القرآن الكريم سورة االسراء‬.1
Foreign References:
1. Al-ali S (2022) , Social intelligence characteristics and advantages
https://faharas.net/social-intelligence-advantages
2. Aldagher
B
(2021)
,
What
is
social
intelligence
https://www.filsof.com/2021/05/social-smartness.html?m=1
3. Al-Kayal Ahmed (2003) The psychological environment of objective
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4. McDonald T, Shaw D. (2019). Benchmarking life quality support
interventions in long-term care using the Long-Term Care Quality of Life
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5. Morin
A
(2020)
How
to
increase
your social
intelligence?
https://www.verywellmind.com/what-is-social-intelligence-4163839
6. Essex
S
(2018)
A
Brief
History
of
Social
Intelligence
https://tracom.com/blog/brief-history-social-intelligence
7. Grigorenko
E
(2019)
Intelligence,
Social
https://www.encyclopedia.com/social-sciences/applied-and-socialsciences-magazines/intelligence-social
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Jenkinson
C
(2023)
quality
of
life
https://www.britannica.com/topic/quality-of-life
9. Schalock, Robert L. (2004). "The concept of quality of life: what we know
and do not know." Journal of intellectual disability research 48.3: 203216.
10.Whoqol Group. (2006). "The World Health Organization quality of life
assessment (WHOQOL): position paper from the World Health
Organization." Social science & medicine 41.10: 1403-1409
11.Szalai, Alexander, and Frank M. Andrews, eds. (2007). The quality of
life: Comparative studies. London: Sage,
12.- Snock, Frank, J. (2000). in Quality of Life A closer Look at Measuring
Pateit will-being, Diabetes Spectrum. 13(24).
13.Othman Ahmed Abdel-Rahman Hassan Ezzat Abdel-Hamid. (2003).
Social Intelligence and its relationship to motivation to learn, shyness,
courage, and academic achievement among students of the Faculty of
Education, Zagazig University, Zagazig, Journal of the Faculty of
Education in Zagazig, Issue 44, p.42
14.Aristu, A.L, Tello, F.P.H & Orttiz, M.A.,& Gandarn, M. (2008). The
Structure of Bryants Empathy Index For Children:
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16.Nwkah, N.G., Ahiauzu, A.L.(2009).Emotional intelligence and marketing
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17.Ford, M. E. (2010). "Social Cognition and social competence in
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18.Maloney ME, Moore P. (2020). From aggressive to assertive. Int J
Womens Dermatol.6(1):46-49. doi:10.1016/j.ijwd.2019.09.006
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19.Amy Morin. Verywell mind. How to Increase Your Social Intelligence.
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20.Graziano MS, Kastner S. (2011). Human consciousness and its
relationship to social neuroscience: A novel hypothesis. Cogn
Neurosci.;2(2):98-113. doi:10.1080/17588928.2011.565121
21.Qian J, Wang B, Han Z, Song B. (2017). Ethical Leadership, LeaderMember Exchange and Feedback Seeking: A Double-Moderated
Mediation Model of Emotional Intelligence and Work-Unit Structure.
Front Psychol.;8:1174. doi:10.3389/fpsyg.2017.01174
22.Kawamichi H, Yoshihara K, Sasaki AT, et al. (2015). Perceiving active
listening activates the reward system and improves the impression of
relevant
experiences.
Soc
Neurosci.;10(1):16-26.
doi:10.1080/17470919.2014.954732
23.World
Health
Organization.
Retrieved
22
May
2023.
From
https://en.wikipedia.org/wiki/Quality_of_life
24.Barcaccia, Barbara (4 September 2013). "Quality Of Life: Everyone
Wants It, But What Is It?". Forbes/ Education. Retrieved 10 May 2023.
25.Bottomley, Andrew (2002). "The Cancer Patient and Quality of Life". The
Oncologist. 7 (2): 120–125. doi:10.1634/theoncologist.7-2-120. ISSN
1083-7159. PMID 11961195. S2CID 20903110.
26.Ruževičius, J. (2012). Management de la qualité. Notion globale et
recherche en la matière .Vilnius: Maison d’éditions Akademinė leidyba.
432 p
27.D H Silvera 1, M Martinussen, T I Dahl.(2001). The Tromsø Social
Intelligence Scale, a self-report measure of social intelligence. Scand J
Sep;42(4):313-9. doi: 10.1111/1467-9450.00242.
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reliability, validity, and utilization. Health Qual Life Outcomes 23;1:60.
doi: 10.1186/1477-7525-1-60.
29.Ibrahim N.A & Hammad A A. (2021). The Personal-Social Intelligence
And Its Relationship To Social Responsibility And The Tendency To
Keep Up With From The Viewpoint Of Secondary School Teachers,
Multicultural Education;7(3), P63-74.
30.Azañedo C M. Llorente, S S. Artola,T & et al. (2020). Social Intelligence
and Psychological Distress: Subjective and Psychological Well-Being as
Mediators, International Journal of Environmental Research and Public
Health 17(21):7785
31.Bharathi, PS . Umaselvi, M. Nakkeeran, kumar,S. (2010). Quality of work
life: Perception of college teachers, Munich Personal RePEc Archive,
27868, (06)
32.Akram, M and Amir. (2020). Comparing the Quality of Work Life among
University Teachers in Punjab, Bulletin of Education and Research, 42,
(2) pp. 219-234
33.Ibrahim, H A. (2013). Social Intelligence and Its Relationship With
Quality of Life Among Teachers in North Governorate of Gaza. Master
thesis. psychology. Al-Azhar University (Palestine: Gaza). Faculty of
Education.
Appendix
A
‫بسم هللا الرحمن الرحيم‬
‫رقم االستمارة‬
‫عزيزي األستاذ المحترم ‪ /‬عزيزتي األستاذة المحترمة ‪...‬‬
‫اضع بين يديك استبيان يهدف الى قياس التفاعل االجتماعي وعالقتة بجودة الحياة‪ .‬والمطلوب منك اإلجابة‬
‫بكل صدق وامانة على كل سؤال بإجابة واحدة تتناسب مع رأيك الشخصي‪.‬‬
‫مالحظة‪ :‬ضع أشارة صح( ✓ ) في المربع المناسب‬
‫يوغرافيةا‬
‫لاا‪:‬ااملعلوماتاالد ا‬
‫أو ا‬
‫‪ .1‬العمر ‪:‬‬
‫‪ .2‬الجنس‬
‫‪:‬‬
‫ذكر‬
‫‪ .3‬الحالة االجتماعية‪ :‬متزوج‬
‫‪ .4‬المؤهل العلمي‪:‬‬
‫أنثى‬
‫أعزب‬
‫دبلوم عالي‬
‫أرمل‬
‫مطلق‬
‫دكتوراه‬
‫ماجستير‬
‫‪ .5‬مكان العمل ‪ :‬اسم الكلية‬
‫‪ .6‬مكان السكن‪:‬‬
‫مركز‬
‫اطراف‬
‫مابين ‪ 10-5‬سنوات‬
‫‪ .7‬سنوات الخبرة‪ :‬اقل من ‪ 5‬سنوات‬
‫‪ .8‬عدد افراد االسرة‪:‬‬
‫‪ .9‬مستوى الدخل‪ :‬متدني‬
‫متوسط‬
‫مرتفع‬
‫اكثر من ‪ 10‬سنوات‬
‫ثانيا‪ :‬فيما يلي مجموعة من الفقرات ذات العالقة بالتفاعل االجتماعي يرجى اإلجابة عنها‪:‬‬
‫بدرجة‬
‫العبارة‬
‫كبيرة‬
‫جدا‬
‫‪1‬‬
‫اتنبأ بسلوك االخرين‬
‫‪2‬‬
‫اشعر انه من الصعب فهم رغبات االخرين‬
‫‪3‬‬
‫أستطيع التأثي يف االخرين (مشاعر االخرين)‬
‫‪4‬‬
‫اشعر بعدم الثقة يف الناس الجدد الذين ال اعرفهم‬
‫‪5‬‬
‫(يفاجئن) مايفعله الناس‬
‫يدهشن‬
‫يف الغالب‬
‫ي‬
‫ي‬
‫‪6‬‬
‫اتفهم مشاعر االخرين‬
‫‪7‬‬
‫انسجم بسهولة يف المواقف االجتماعية‬
‫‪8‬‬
‫معرفن‬
‫من الكثي من الناس االخرين دون‬
‫ي‬
‫يغضب ي‬
‫لألسباب‬
‫‪9‬‬
‫اتفهم رغبات االخرين‬
‫‪10‬‬
‫يسهل عليه االنضمام يف المواقف الجديدة والتعرف اىل‬
‫أناس جدد اقابلهم ألول مرة‬
‫‪11‬‬
‫اعي عن افكاري‬
‫من عندما ر‬
‫يبدو يىل وكان الناس تغضب ي‬
‫‪12‬‬
‫أجد صعوبة يف التواصل مع االخرين‬
‫‪13‬‬
‫افهم ما يريده االخرون دون حاجتهم للتعبي عنه‬
‫‪14‬‬
‫لك اعرف الناس جيدا‬
‫احتاج لوقت طويل ي‬
‫‪15‬‬
‫غالبا ما اتسبب يف إيذاء االخرين دون ان أدرك ذلك‬
‫‪16‬‬
‫الن سيستجيب بها االخرون ردا‬
‫أتنبأ بالكيفية او الطرق ي‬
‫ترصفات‬
‫عىل‬
‫ي‬
‫‪17‬‬
‫أستطيع ان أقيم عالقات طيبة مع الناس الجدد الذين‬
‫اتعرف عليهم ألول مرة‬
‫‪18‬‬
‫افهم ما يقصده االخرون من خالل تعبياتهم (اشاراتهم‬
‫وايماءاتهم)‬
‫بدرجة‬
‫بدرجة‬
‫بدرجة‬
‫بدرجة‬
‫كبيرة متوسطة‬
‫قليلة‬
‫قليلة جدا‬
‫بدرجة‬
‫العبارة‬
‫كبيرة‬
‫جدا‬
‫‪19‬‬
‫عادة ما اواجه صعوبة يف إيجاد مواضيع جذابة للحديث‬
‫مع االخرين‬
‫‪20‬‬
‫غالبا ما استغرب من ترصفات االخرين لما افعله‬
‫بدرجة‬
‫بدرجة‬
‫بدرجة‬
‫بدرجة‬
‫كبيرة متوسطة‬
‫قليلة‬
‫قليلة جدا‬
‫ثالثا‪- :‬ا فيما يلي مجموعة من الفقرات ذات العالقة ببعض جوانب الحياة يرجى اإلجابة عنها‪:‬ا‬
‫ت‬
‫العبـــارة‬
‫‪1‬‬
‫حالن الصحية‬
‫أنا راض عن‬
‫ي‬
‫‪2‬‬
‫أشعر بالحيوية والنشاط‬
‫‪3‬‬
‫جسم‪.‬‬
‫أشعر ببعض اآلالم يف‬
‫ي‬
‫‪4‬‬
‫اليد‪.‬‬
‫تتكرر‬
‫إصابن بيالت ر‬
‫ي‬
‫‪5‬‬
‫أنام جيدا‬
‫‪6‬‬
‫أحرص عىل تناول الغذاء المتوازن‪.‬‬
‫‪7‬‬
‫لبدت وقتا كاف للراحة‬
‫أعط‬
‫ي‬
‫ي‬
‫‪8‬‬
‫قيام بأي مجهود‪.‬‬
‫أشعر بالتعب الجسدي بعد ي‬
‫‪9‬‬
‫طن شامل بصفة منتظمة‬
‫أحرص عىل إجراء فحص ر ي‬
‫‪10‬‬
‫الجسم‪.‬‬
‫أشعر بالرضا عن مظهري‬
‫ي‬
‫‪11‬‬
‫الن أحتاجها‬
‫أنا راض عن الخدمات الصحية المتاحة ي‬
‫‪12‬‬
‫ارست‬
‫بين وبي افراد‬
‫ي‬
‫اشعر باالنسجام ي‬
‫‪13‬‬
‫ارست‬
‫عاطف من‬
‫احصل عىل دعم‬
‫ي‬
‫ي‬
‫‪14‬‬
‫ارست‬
‫أجد صعوبة يف التعامل مع افراد‬
‫ي‬
‫‪15‬‬
‫ألرست‬
‫النتمات‬
‫اشعر بالفخر‬
‫ي‬
‫ي‬
‫ابداً‬
‫قليل‬
‫الى حد‬
‫جداً‬
‫ما‬
‫كثيراً‬
‫كثيراً‬
‫جداً‬
‫ت‬
‫العبـــارة‬
‫‪16‬‬
‫ارست يوميا‬
‫اجتمع مع افراد‬
‫ي‬
‫‪17‬‬
‫ارست يف المناسبات االجتماعية‬
‫اجامل افراد‬
‫ي‬
‫‪18‬‬
‫ارست‬
‫اشعر بالبعد عن افراد‬
‫ي‬
‫‪19‬‬
‫ارست عىل اسلوب ها يف حل المشكالت‬
‫أوافق‬
‫ي‬
‫‪20‬‬
‫ارست‬
‫اقض وقتا ممتعا يوميا مع افراد‬
‫ي‬
‫ي‬
‫‪21‬‬
‫هدف يف الحياة‬
‫انا سعيد نحو تحقيق‬
‫ي‬
‫‪22‬‬
‫لحيات‬
‫اشعر بوجود معن‬
‫ي‬
‫‪23‬‬
‫استثار بسهولة‬
‫‪24‬‬
‫انفعاالت‬
‫أستطيع ضبط‬
‫ي‬
‫‪25‬‬
‫روح المعنوية منخفضة‬
‫ي‬
‫‪26‬‬
‫صحن النفسية‬
‫اشعر بالرضا عن‬
‫ي‬
‫‪27‬‬
‫اودت أفكار سيئة‬
‫تر ي‬
‫‪28‬‬
‫بأعماىل المختلفة‬
‫كاف ألقوم‬
‫ي‬
‫لدي وقت ي‬
‫‪29‬‬
‫اوقات‬
‫استثمر جميع‬
‫ي‬
‫‪30‬‬
‫لدي وقت لليوي ح عن النفس‬
‫‪31‬‬
‫الن أقوم بها يف الوقت المحدد‬
‫انجز المهام ي‬
‫‪32‬‬
‫هوايات‬
‫استمتع عندما امارس‬
‫ي‬
‫‪33‬‬
‫زمالت يىل بالعمل‬
‫انا راض عن معاملة‬
‫ي‬
‫‪34‬‬
‫اقض وقتا ممتعا اثناء تواجدي خارج البيت‬
‫ي‬
‫‪35‬‬
‫سكن والمكان الذي أعيش فيه‬
‫انا راض عن‬
‫ي‬
‫ابداً‬
‫قليل‬
‫الى حد‬
‫جداً‬
‫ما‬
‫كثيراً‬
‫كثيراً‬
‫جداً‬
Dear Ms / Mr
Put in your hands a questionnaire aimed at measuring social interaction and its relationship with
quality of life. You are required to answer honestly and honestly to each question with one answer
that matches your personal opinion.
Put the correct sign ( ✔️ ) in the appropriate box :
Note:
1.age :
2-Gender : male
Female
3- marital status: married
Divorced
Single
Widower
4- Scientific qualification: higher
Doctorate
diploma
5. Work address:
Master
Name of college
6. Address: city centre
city
7 . Years of experience : less
10 years
outskirts
5 years Between 5-10
years More
8. Number of family member:
9 . Income level : low
Middle
high
Second: The following are a set of paragraphs related to social intelligence ,
please answer them:
Statement
1
Predict the behavior of others
2
I feel that it is difficult to understand the
wishes of others.
3
I can influence others (the feelings of
others)
4
I feel distrustful of new people I don’t
know
5
I am often amazed (surprised) by what
people do
6
I understand the feelings of others
Too To a To an To a
much large avera small
exten ge exten
t
degre
t
e
To a
very
small
degree
7
Easily fit into social situations
8
A lot of other people get mad at me
without knowing the reasons.
9
I understand the wishes of others
10
It's easy for him to join in new
situations and meet new people I meet
for the first time.
11
It seems to me and people were angry at
me when I expressed my thoughts.
12
I find it difficult to communicate with
others.
13
Understand what others want without
having to express it
14
It takes me a long time to know people
well.
15
I often hurt others without realizing it
16
Predict how or how others will respond
in response to my actions
17
I can have good relationships with new
people I meet for the first time.
18
Understand what others mean by their
expressions (their signs and gestures)
19
I usually have difficulty finding
attractive topics to talk to others
20
I'm often surprised by the actions of
others for what I do
Third:,Here are a set of paragraphs related to some aspects of life
please answer them
Statement
1
I am satisfied with my health
condition
2
I feel energetic and energetic
Never
Very
little
Fairly
Much
Very
much
3
I feel some pain in my body
4
I get colds a frequent
5
I sleep well
6
Make sure you eat a balanced
diet.
7
I give my body enough time to
rest
8
I feel physically tired after
making any effort.
9
Make sure to have a thorough
medical examination on a
regular basis
10
I feel good about my physical
appearance.
11
I am satisfied with the available
health services I need
12
I feel harmony between me and
my family members.
13
Get emotional support from my
family
14
I find it difficult to deal with my
family members.
15
I feel proud to belong to my
family
16
I meet with members of my
family every day.
17
I compliment my family
members at social events
18
I feel away from my family
members.
19
I agree with my family's
problem-solving approach.
20
I have a good time every day
with my family members.
21
I'm happy to achieve my goal in
life.
22
I feel that there is meaning in
my life
23
Easily aroused
24
I can adjust my emotions
25
My spirits are low
26
I feel good about my mental
health
27
I have bad thoughts
28
I have enough time to do my
different work
29
Invest all my time
30
I have time to entertain myself
31
Complete the tasks I do on time
32
Have fun when I practice my
hobbies
33
I'm satisfied with my
colleagues' treatment of me at
work.
34
Have fun while I'm out of the
house
35
I'm satisfied with my residence
and the place where I live.
Appendix
B
‫‪List of experts‬‬
‫ت‬
‫اسم الخبير‬
‫اللقب العلمي‬
‫‪1‬‬
‫محفوظ فالح حسن‬
‫استاذ دكتور‬
‫‪2‬‬
‫سجاد سالم عيس ى‬
‫أستاذ دكتور‬
‫دكتوراه طب االسرة‬
‫‪3‬‬
‫سميرة محمد ابراهيم‬
‫استاذ دكتور‬
‫دكتوراه صحة مجتمع‬
‫‪4‬‬
‫وصفي ظاهرعبد علي‬
‫‪5‬‬
‫عادل علي حسين‬
‫‪6‬‬
‫فراس عبد القادرجاسم‬
‫مدرس دكتور‬
‫‪7‬‬
‫افكارفاضل‬
‫مدرس‬
‫‪8‬‬
‫كاظم جواد‬
‫مدرس‬
‫ماجستيرتمريض اطفال‬
‫‪9‬‬
‫سجى كريم‬
‫مدرس مساعد‬
‫ماجسيترتمريض بالغين‬
‫استاذ مساعد‬
‫دكتور‬
‫أستاذ مساعد‬
‫دكتور‬
‫االختصاص‬
‫مكان العمل‬
‫دكتوراه فسيولوجيا‬
‫جامعة البصرة ‪ /‬كلية‬
‫التدريب‬
‫التمريض‬
‫دكتوراه فسلجة مرضية‬
‫دكتوراه تمريض اطفال‬
‫دكتوراه طب االسرة‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫ماجستيرصحة نفسية‬
‫جامعة البصرة ‪ /‬كلية‬
‫وعقلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫الخالصة‬
‫الخلفية‪ :‬الذكاء االجتماعي هو القدرة التي تمكن الشخص من فهم دو افع اآلخرين ومشاعرهم وحاالتهم‬
‫املزاجية‪ ،‬والتعامل معهم بشكل صحيح ومناسب‪ .‬نوعية الحياة هو مفهوم يهدف إلى الحصول على الرفاهية ‪،‬‬
‫سواء كان ذلك للسكان أو األفراد ‪ ،‬فيما يتعلق بالعناصراإليجابية والسلبية في مجمل وجودهم في نقطة زمنية‬
‫محددة‪.‬‬
‫األهداف‪ :‬لتقييم مستوى الذكاء االجتماعي ونوعية الحياة لدى املدرسين في جامعة البصرة‪ .‬واستكشاف‬
‫العالقة بين الذكاء االجتماعي ونوعية الحياة لدى املدرسين في جامعة البصرة‪ .‬وملعرفة العالقة بين مستوى‬
‫الذكاء االجتماعي للمدرسين وخصائصهم الديموغر افية مثل العمر والجنس والحالة االجتماعية واملؤهالت‬
‫العلمية وعنوان العمل والعنوان وسنوات الخبرة ومستوى الدخل‪.‬‬
‫منهجية البحث‪ :‬أجريت دراسة مقطعية وصفية في جامعة البصرة في الفترة من ‪ 28‬تشرين الثاني (نوفمبر)‬
‫‪ 2022‬إلى ‪ 25‬أيار (مايو) ‪ .2023‬عينة غير االحتمالية (عينة قصدية من ‪ 200‬مدرس (ذكور وإناث) في كليات‬
‫مختلفة من جامعة البصرة‪ ..‬استبيان صممه الباحث‪ ،‬تم اعتماد املقاييس وتعديلها من خالل مراجعة شاملة‬
‫لألدبيات ذات الصلة‪.‬‬
‫النتائج‪ :‬أظهرت النتائج أن هناك مستوى متوسط من الذكاء االجتماعي ونوعية الحياة بين االساتذة في‬
‫جامعة البصرة‪ .‬وايضا اظهرت النتائج أن هناك عالقات معنوية إيجابية بين مستويات الذكاء االجتماعي‬
‫ومستوى جودة الحياة‬
‫االستنتاجات‪ :‬وجود مستوى مستوى متوسط من الذكاء االجتماعي ونوعية الحياة بين االساتذة في جامعة‬
‫البصرة‪ .‬وايضا اظهرت النتائج أن هناك عالقات معنوية إيجابية بين مستويات الذكاء االجتماعي ومستوى‬
‫جودة الحياة‬
‫التوصيات‪ ،‬عقد دورات تدريبية وإرشادية لتنمية الذكاء االجتماعي الشخص ي واملسؤولية االجتماعية‪،‬‬
‫وتشجيع االساتذة على تبادل الخبرات الالزمة في العمل ومع هؤالء‪ .‬من حولهم في املجتمع الخارجي‪ ،‬وإجراء‬
‫دراسة للتعرف على مدى العالقة بين الذكاء االجتماعي والقدرة على حل املشكالت‪.‬‬
‫كلية التمريض‬
‫جامعة البصرة‬
‫الذكاء االجتماعي وعالقته بجودة الحياة لدى أساتذة‬
‫جامعة البصرة‬
‫مشروع بحث تخرج‬
‫قدم الى مجلس كلية التمريض ‪ -‬جامعة البصرة‬
‫كجزء من متطلبات الحصول على درجة البكالوريوس في علوم التمريض‬
‫من قبل الطلبة‬
‫زينب رعد شعبان‬
‫زينب جبار عبد العالي‬
‫نور ناظم عبد‬
‫اشراف‬
‫املدرس‬
‫دعاء محمد باجي‬
‫أيار‪ 2023‬م‬
‫ذو القعدة ‪ 1444‬ه ـ‬