International Journal of Scientific & Engineering Research Volume 2, Issue 10, October -2011 1

ISSN 2229-5518

The relationship between emotional

intelligence and personality traits with the thrill- seeking and self- efficacy in students of TAU Tonekabon Branch in the academic year

2010-2011

Dr. Javad Khalatbari, Masoumeh Hasani, Dr.Mohammad Ali Rahmani, Dr.Shohreh Ghorbanshiroudi, Mohammad Moj- taba Keikhayfarzaneh

Abstract— The goal of this research is to analyze the relationship between emotional intelligence and personality traits with the thrill-seeking and self-efficacy in the Islamic Azad University of Tonekabon Branch. The research is a descriptive correlation study. The statistical community is all male and female students studying MD degree in Islamic Azad University of Tonekabon Branch which are the number of 985 peoples.

The stratified random sampling method of this research is based on the Morgan’s table and the number of 278 people was determined. For collecting data and needed information, the library and field methods were used. Data collection tools and information in this study is four questionnaires: Personality traits questionnaire (NEO) (1999), Emotional intelligence questionnaire (1980), Zakerman's thrill-seeking questionnaire (1979), Scherer’s public self-efficacy questionnaire (1982).The results showed that:

- There is a positive and significant relationship between emotional intelligence and personality traits with the thrill-seeking and self-efficacy in students of Islamic Azad University of Tonekabon Branch.

- There is a positive and significant relationship between personality traits with the range of thrill-seeking in students of Islamic Azad University of Tonekabon Branch and between personality traits neurosis variable is more suitable in predicting the thrill- seeking of students.

- There is a positive and significant relationship between emotional intelligence and range of thrill-seeking in students of Islamic

Azad University of Tonekabon Branch and dealing with pressure is most effective in predicting the range of thrill-seeking.

- There is a positive and significant relationship between personality traits extrovert and being amiability is more effective in predicating the self-efficacy in students of Islamic Azad University Tonekabon Branch and between personality traits, the variable of extroversion and being pleasant are most effective in predicting the student rage of self-efficacy.

- There is a positive and significant relationship between emotional intelligence and range of thrill-seeking in students of Islamic Azad University Tonekabon Branch and between the emotional intelligence variables, Interpersonal skills is more suitable predictor for range of thrill-seeking of students.

Index Terms— Emotional intelligence, Personality traits, Thrill-seeking, Self-efficacy of students.

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Tonekabon, Iran. E.mail: j.khalatbari@toniau.ac.ir

1 INTRODUCTION

Ithinking and the other with feeling. These two differ-

Department of Psychology, Tonekabon Branch, Islamic Azad University,

N fact, we have two types of minds, one is related to

Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran .E.mail:ilia_pheno@yahoo.com

Department of Psychology, Tonekabon Branch, Islamic Azad University,

Tonekabon, Iran.

Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran. E.mail:s.shiroudi@toniau.ac.ir

Department of Psychology, Zahedan Branch, Islamic Azad University,

Zahedan, Iran. E.mail:farzaneh_mojtaba@yahoo.com
ent ways of knowing make our mental life in a mutual interaction. The self-centered mind is the same of under- standing and comprehension by which we can think and speculate.
However, there is another system for knowing along with that system; that is, an impulsive, powerful and some- times irrational system or emotional mind. Accordingly, emotional intelligence can be defined as:

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“The ability to consider one’s own feelings and emotions, making distinguished between them and using the in- formation resulted from in one’s own thinking and ac- tions”. Thus, emotional intelligence is an important col- lection of a series of capabilities: such abilities as the per- son be able to maintain his motivation and resist against difficulties, postpone his impulsivities and control them, adjust his own moods, do not let the confusion weaken the power of thinking, empathy with others and be hope- ful (Akbarzade, 2004).
Personality is an abstract concept which involves actions, emotions, recognitions and motivations of a person. De- spite having many common personality traits, humans have unique personality. The personality is remained constant in a long time; nevertheless, it is changed from one position to another one.
Measuring the personality and describing the personality traits has been paid attention by the psychologists from a long time ago. Identifying the people’s personality traits is necessary in many living situations.
The personality questionnaire is one of the methods for assessing the personality which is based on one’s own observation of oneself. In this way, the person reports his actions and feelings in certain conditions.
According to Zakerman, thrill-seeking is a feature that defined as the need to different, new and complex feel- ings and also different experiences and having enthu- siasm for accepting the social and physical risks of these experiences.
Zakerman made a questionnaire called it as “thrill- seeking scale”. Those who score high in this scale have high thrill-seeking and those who score low have low thrill-seeking or avoidant of thrilling.
Kerol and Zakerman showed in a research that people are so different in terms of the amount of thrill-seeking. Thrill-seeking is also a feature that has parallelism in dif- ferent situations of life. In other words, those who are seeking new experiences in one of the territories of life are described as adventurous people in other facets of life (Hilgard and colleagues, 2006, translated by Baraheni and colleagues, 2007).
On the other hand, there is a relationship between thrill- seeking and introvert-extrovert personality traits ( Garra,
1990). The thrill-seeking motive can be satisfied in various ways. Thrill-seeking motive can be expressed in beha- viors such as dangerous sports or even arts. The thrill- seeking motive can be expressed in a group of criminal in the form of behaviors such as using drugs and breaking the low. Because of the fact that people with high thrill- seeking are more unusual and rebellious than that of those who have low thrill-seeking, their behaviors seems more foolish and silly than others.
The concept of “self-efficacy” is the center of social cogni- tive theory of a well-known psychologist named Albert Bandura. Bandura’s theory emphasizes on the role of ob- servational learning, social experiences and determinism in developing someone’s personality. Self –efficacy is “
belief in one’s own capabilities to organize and conduct a series of activities required to manage a variety of condi- tions and situations”. According to Bandura, this belief is the determining factor in how to think, feel and behave among the individuals. Bandura discovered that every- one’s self-efficacy plays a major role in the way of ap- proaches, the views towards the goals, tasks and chal- lenges. Those who have a strong feeling of self-efficacy considered the challenging issues as the problems that ought to be overcome. They feel more commitment to their goals and activities and quickly overcome the senses of despair and frustration. While those who have weaker self-efficacy avoid from doing the challenging works and are focused on the personal frustrations and negative re- sults, and quickly lose their confidence to their own capa- bilities and abilities (Bandura, 2002).
The experiments showed that emotional intelligence pre- dicts someone’s success more than IQ. Those who have high emotional quality have more social skills, more sta- ble long-term relationships and more abilities to deal with conflicts. Hence, individual’s success is not only related to his IQ , whether in education, schools, or years later after the university, but it is also related to social and emotion- al skills as having the required motivation, the ability to wait, obeying the commands and controlling impulses, having the skills to ask for help from others and express- ing the emotional and educational needs.
Thus, educating the cognition skills, expressing and con- trolling the emotions and having the ability to empathy with others; or summarily, emotional intelligence is ne- cessary in school and university periods and in all pe- riods of life for learning in all fields and getting succeed in all aspects of life ( Akbarzade, 2004).
The research conducted by Rostami et al. ( 2010), as “ the relationship between emotional intelligence and self- efficacy and perceived social support in the students of Tehran University”:
The research method was descriptive- analytic and the statistical community of this research was all the boys and girls students studying in the university of Tehran in the academic year 2009-2010. 191 girls and 105 boys were selected with a mean age of 6-21 years old by multistage random cluster. The data was analyzed using factor anal- ysis and multiple regression analysis.
The results showed that:
There is a direct and significant relationship between all
components of emotional intelligence and perceived so-
cial support.
The results also showed that among the components of
emotional intelligence, emotional perception have a more
significant role in indicating the self-efficacy dispersion
than other components, and there is a significant and mu-
tual relationship between self-efficacy, emotional intelli-
gence and social support. In the current research, the role of educational atmosphere in enhancing the self-efficacy and emotional intelligence was confirmed.
The research conducted by Amini et al. (2009) as “the re-

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lationship between emotional intelligence and self- efficacy and mental health and their comparison in nor- mal and talented students”.
The research results showed that there is a significant relationship between self-efficacy and mental health in both groups of the students. The results also showed that there is a significant difference between emotional intelli- gence, self-efficacy and mental health in the normal and talented students.
The research conducted by Naderi et al.(2010) as “ the relationship between active flexibility, positive and nega- tive emotion with self-efficacy and job satisfaction in Ah- was municipal employees” :
The research results indicated that:
There is a significant relationship between self-efficacy,
job satisfaction, promotions and positive and negative
emotions. Among these three predictive variables, only
active flexibility and negative emotion predict the self- efficacy, job satisfaction and promotions.
The results also showed that although payment satisfac- tion is a part of job satisfaction, it is not equally important as other variables related to job satisfaction.
The experiment conducted by Pishghadam (2008), as “ the role of emotional intelligence in getting succeed in thrill- seeking and learning the English Language and academic success in the English Language students” :
The results showed a significant relationship though little between the components of emotional intelligence (intra- personal intelligence, interpersonal intelligence, public state and stress management) and thrill-seeking and some skills and academic success.
The research conducted by Shabanzade Zedahi (2008) as “studying the relationship between manager’s personali- ty traits and the amount of thrill-seeking and their re- sponsibility in terms of high school staff of Fouman pre- province”. According to the results achieved, there is a significant relationship between manager’s personality traits and the amount of thrill-seeking and their responsi- bility.
The research conducted by Besharat (2010) as “studying the relationship between the aspects of personality and emotional intelligence”.
The research results showed that:
There is a significant positive correlation between emo-
tional intelligence, the dimensions of extraversion, man-
aging the experiences, harmony and consciousness and
negative relationship between emotional intelligence and
neuroticism.
The data also showed that only the two dimensions of
extroversion and neuroticism can predict the changes
related to emotional intelligence in positive and negative
directions, respectively. The mechanisms namely “regu-
lating the emotions”, “preparing for positive expe-
riences”, and “preparing for negative experiences” justify and explain the correlation of personality dimensions and emotional intelligence”.
Kim (2003) concluded in a research conducted on 2200
high school students in Seoul, South Korea, that there is a significant relationship between public self-efficacy, con- fidence, self-expressing behaviors (expression) and self- esteem.
Gion Witorio et al. (2006) showed in his researches that there is a positive relationship between self-efficacy feel- ing and personality traits and responsibility concerning doing homework and high curriculum mean in final ex- ams, job satisfaction and academic achievements in the students.
The research conducted by Ratehi and Rastouji (2008) showed that there is a positive relationship between emo- tional intelligence and self-efficacy and the two variables have the capability to predict each other. According to the findings obtained, those who have high emotional intelli- gence are more capable in all situations than that of those who have low emotional intelligence.
The current research has been conducted for considering the relationship between emotional intelligence and per- sonality traits and the amount of thrill-seeking and self- efficacy in the students of Azad Islamic University, Tone- kabon Branch.

2 RESEARCH METHODOLOGY

The current research is descriptive –correlation and the statistical community of the research include all the graduate students in Islamic Azad University, Tonekabon branch who are 985 students. 278 students were selected stratified random sampling and based on Morgan’s table. The tools used in the study include four scales:

Emotional intelligence scale: this scale assesses

and analyze five dimensions as intrapersonal skills, interpersonal skills, adaptability, dealing with pressure and general moods. This question- naire is standard and includes 90 five alternative questions from the Likert range. This question- naire is used for student’s emotional intelligence.

The NEO personality traits questionnaire: the scale used in this study is used for assessing the student’s personality traits. This questionnaire is standard and assesses and analyzes five traits as “neurosis, acceptability, flexibility, extroversion and amiability”.

Thrill-seeking scale: this scale is designed by Me- robine Zakerman (1979) and includes 40 two al- ternative questions used for assessing the amount of student’s feeling and thrill-seeking.

Self-efficacy scale: Sherer’s public self-efficacy

questionnaire is prepared and designed by Sher- er et al. and it includes 17 five alternative ques- tions from Likert range used for assessing the amount of student’s self-efficacy.
The questionnaire justifiability is obtained contently
and after the required editions through the professors. The questionnaire reliability is obtained through Cron-

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bach’s alpha which is achieved as 0.89 for personality traits, 0.91 for the equivalent emotional intelligence ques- tionnaire, 9o % for equivalent thrill-seeking and 92% for equivalent self-efficacy questionnaire. The Pearson corre- lation coefficient, multivariable regression analysis (focal correlation) and multiple regression analysis (stepwise method) are used for analyzing the subjects.

3 FINDINGS

3.1 There is a relationship between emotional intelligence and personality traits and the amount of thrill-seeking and self-efficacy in the students of Islamic Azad University, Tonekabon Branch

The multivariable regression tests (focal correlation), Pearson regression coefficient and multiple regression are used as a stepwise method for responding to the above hypothesis.

TABLE 1

THE MUTUAL CORRELATION BETWEEN SELF-EFFICACY AND

THRILL-SEEKING VARIABLES AND PERSONALITY TRAITS ( NEU- ROSIS, EXTROVERSION, FLEXIBILITY, AMIABILITY , RESPONSIBILI-

TY, EMOTIONAL INTELLIGENCE, INTRAPERSONAL SKILLS, INTER-

PERSONAL SKILLS, DEALING WITH PRESSURE, ADAPTABILITY AND GENERAL MOODS

3. There is a significant relationship between flexibility and self-efficacy ( p=0.01 and r=0.562).
4. There is a significant relationship between amiability
and self-efficacy. (p=0.01 and r=0.635).
5. There is a significant relationship between intraper- sonal skills and self-efficacy. (p=0.01 and r=0.571).
6. There is a significant relationship between interper- sonal skills and self-efficacy. (p=0.01 and r=0.795).
7. There is no relationship between responsibility and
self-efficacy. (p=0.01 and r=0.519).
8. There is a significant relationship dealing with pres- sure and self-efficacy. ( p=0.041 and r=0.122).
9. There is a significant relationship between adaptabil- ity and self-efficacy. (p=0.01 and r=0.516).
10. There is a significant relationship between general mood and self-efficacy. (p=0.01 and r=0.516).
11. There is a significant relationship between neurosis
and thrill-seeking. (p=0.004 and r=-0.173).
12. There is no relationship between extroversion and thrill-seeking. (p=0.893 and r=0.008).
13. There is no relationship between flexibility and thrill-seeking. (p=0.756 and r=0.019).
14. There is no relationship between amiability and
thrill-seeking. (p=0.498 and r=0.044).
15. There is no relationship between intrapersonal skills and thrill-seeking. (p=317 and r=0.060).
16. There is a significant relationship between interper- sonal skills and thrill-seeking. (p=0.01 and r=795).
17. There is a significant relationship between respon- sibility and thrill-seeking. (p=629 and r=0.029).
18.There is a significant relationship between dealing
with pressure and self-efficacy. (p=0.004 and r=0.173).
19.There is no relationship between adaptability and thrill-seeking. (p=0.101 and r=0.099).
20.There is a significant relationship between general mood and thrill-seeking. (p=0.183, and r=0.080).

TABLE 2

THE CORRELATIONS AND STANDARDIZED FOCAL COEFFICIENT OF SELF-EFFICACY, THRILL-SEEKING AND PERSONALITY TRAITS (

NEUROSIS, EXTROVERSION, FLEXIBILITY, AMIABILITY AND RE- SPONSIBILITY) AND EMOTIONAL INTELLIGENCE (INTRAPERSONAL SKILLS, INTERPERSONAL SKILLS, DEALING W ITH PRESSURE,

ADAPTABILITY AND GENERAL MOOD)

The data on table (1) shows that:
1.There is a significant negative relationship between neurosis and self-efficacy. (P=0.041 and r=-0.122).
2.There is a significant relationship between extrover- sion and self-efficacy. (p=0.01 and r=0.619).

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cant.

TABLE 4

THE VARIANCE ANALYSIS TEST FOR CONSIDERING IF THE RE- GRESSION IS SIGNIFICANT

According to the results of table (2), one focal coeffi- cient is achieved for each main variables related to each predictor variable and criterion. In this research, firstly the interpersonal variable, then the responsibility variable and finally the predictor variables have the most contri- bution for creating the first focal correlation. The self- efficacy variable has the most contribution in creating the first focal correlation as a criterion variable in this re- search. Adaptability variable and the dealing with pres- sure variable have the most contribution in creating the second focal correlation as a predictor variable.
The structure correlation coefficient named also as fac- tor loads is focal correlation of a variable with the main variable, and this is similar to the factor loads that are in factor analysis.
This matrix shows how each main variable in burdened
on each the four focal variables. The structure correlation is used for two purposes: it is firstly applied in interpret- ing the focal variables. Secondly, it is used for calculating the indicated variance through main variables.

3.2 There is a relationship between personality traits and the amount of thrill-seeking in the student of Islamic Azad University, Tonekabon Branch

For considering the fact that whether the above mul- tiple regression hypotheses is valid, the stepwise method is used.
The stepwise regression model is used for determining the best predictor of thrill-seeking among the predictor variables. It is worth noting that neurosis is also involved in. The obtained results are presented in the table below:

TABLE 3

THE SUMMARY OF STEPWISE REGRESSION ANALYSIS OF THE NEUROSIS VARIABLE

According to table above, because the calculated F of neurosis variable is significant in the level of 0.01 (f [1,276] =8.513 p=0.01), therefore we conclude with 99% confidence that there is a relationship between neurosis and thrill-seeking, and the neurosis variable us capable to predict the thrill-seeking criterion variable.

TABLE 5

REGRESSION ANALYSIS (NEUROSIS VARIABLE INVOLVED IN THE

REGRESSION EQUATION USING STEPWISE MODEL

The indica- tors of sources of change

The slope coefficient of the regression line (b)

Standard error

Standard coefficient

of regression separation (B)

T test for regression slope significance

Significance level

constant

29.954

neurosis

-0.066

0.023

-0.173

-2.918

0.004

According to the results, table 5 shows that because the calculated t is significant for considering the regression slope line regression (b) for the beliefs and religious prac- tices in the 0.01 level ( [t=2.918, P=0.01]), therefore predic- tion power of the neurosis is statistically significant for thrill-seeking.
However, the contribution and role of the neurosis va- riable in predicting the criterion variable ( the amount of thrill-seeking) is judged according to the amount of re- gression separation standard coefficient (B), because this standard amount makes comparison and determining the relative contribution of the variable possible which is shown in table (6).

TABLE 6

THE CONTRIBUTION AND ROLE OF THE NEUROSIS PREDICTOR VARIABLE IN PREDICTING THE CHANGES OF THRILL-SEEKING CRITERION VARIABLE

A The results of the table above show that the neurosis variable has been only able to justify 3 % of the thrill- seeking variance (0.030).
Considering the variance analysis test is reported in ta- ble (4) for making the stepwise regression model signifi-

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Table 5 data were involved in the regression equation based on the regression separation coefficient (b) of the predictor variables (neurosis) as follows:
In the first model, the neurosis model is involved in the equation and it is organized as below:
By replacing the amounts achieved in table 6, the above equation in the first model is obtained as follows:
Thrill-seeking=29.954+ (-0.066)*(neurosis variable). According to the results obtained, table 6 shows that
neurosis variable is involved in the regression equation as the most effective variable based on the stepwise model, and it could predict 17.3% of the changes of criterion va- riable (thrill-seeking) while a one unite of change in stan- dard deviation of neurosis variable causes the standard deviation of thrill-seeking criterion variable to change up to 0.023%.

3.3 There is a relationship between emotional intelligence and the amount of thrill-seeking in Islamic Azad University, Tonekabon Branch

The stepwise multiple regression is used for if the above hypothesis is valid.
The stepwise regression is used for determining the best indicator of thrill-seeking among the indicator va- riables. It is worth mentioning that dealing with pressure dealing with pressure has been involved in the equation. The results obtained have been presented in table (7).

TABLE 7

THE SUMMARY OF STEPWISE REGRESSION ANALYSIS OF THE THRILL-SEEKING AND DEALING WITH PRESSURE VARIABLES

Predictor va- riables

R

R^2

∆ R^2

Standard error

Dealing with pressure

0.182

0.033

0.030

5.89

The results of the table above indicate that the dealing with pressure variable could justify 3.3% of the thrill- seeking variance ( = 0.033).

TABLE 8

VARIANCE ANALYSIS TEST FOR CONSIDERING IF THE REGRES-

SION IS SIGNIFICANT

According the results of table above, because the calcu- lated dealing with pressure variable is significant in the
0.01 level (f[1,276]=9.477 p=0.01), henceforth t is con- cluded with 99% confidence that there is a relationship between dealing with pressure variable and thrill-seeking variable, and the dealing with pressure variable has the capability to predict the thrill-seeking criterion variable.

TABLE 9

REGRESSION ANALYSIS ( DEALING WITH PRESSURE VARIABLE WHICH IS INVOLVED IN THE REGRESSION EQUATION USING THE

STEPWISE MODEL)

The indicators of sources of change

The slope coefficient of the regression line (b)

Standard error

Standard coefficient of regres- sion separation (B)

T test for regression slope significance

Significance level

constant

30.076

Dealing with pressure

-0.070

-0.023

-0.182

-3.078

0.002

According to the results obtained, table (9) shows that because the calculated t is significant for considering the regression slope line significance (b) for dealing with pressure variable in the 0.01 level ( t=-3.078 p=0.01), hence the capability of dealing with pressure variable for pre- dicting the thrill-seeking is statistically significant.
The contribution and role of dealing with pressure va- riable in predicting the criterion variable (the amount of thrill-seeking) is judged based on the amount of regres- sion separation standard coefficient (B).

TABLE 10

THE CONTRIBUTION AND ROLE OF DEALING WITH PRESSURE PREDICTOR VARIABLE IN PREDICTING THE CHANGES OF THRILL- SEEKING CRITERION VARIABLE

The data of table (10) are involves in regression equa- tion based on the regression separation coefficient (b) of the predictor variables (dealing with pressure).
The dealing with pressure variable is involved in the equation in the first model, and the equation is organized as follows:
By replacing the amounts of table 10, the above equa- tion in the first model is achieved as follows:
Thrill-seeking=30.076+ (-0.070)*(dealing with stress va- riable).

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According to the results obtained, table (10) shows that the dealing with stress variable is involved in the regres- sion equation as the most effective variable in thrill- seeking according to the stepwise model and could pre- dict 18.2% of the criterion variable changes (thrill- seeking), while one unit of change in the standard devia- tion of the dealing with pressure variable causes the stan- dard deviation of thrill-seeking criterion variable to be changed as 0.023%.

3.4 There is a relationship between personality traits and self-efficacy in the students of Islamic Azad University, Toenkabon Branch

The stepwise multiple regression is used for consider- ing if the above hypothesis is valid.
The stepwise regression model is used to determine the best indicator of the self-efficacy model among the predictor variables.
It is worth noting that amiability and extroversion are involved in the equation. The results obtained are pre- sented in table (11).

TABLE 11

THE SUMMARY OF STEPWISE REGRESSION ANALYSIS OF THE SELF-EFFICACY, AMIABILITY AND EXTROVERSION VARIABLES

the source of variation

SS

freedom

df

squares ms

level

Amiability variable regression

12640.613

2

6320.306

128.254

0.001

Remaining

13551.938

276

49.280

Total

26192.550

277

According to the results obtained in table above, be- cause the calculated F of the amiability variable is signifi- cant in the 0.01 level ( f[1.276]=186.525 p=0.01), it is there- fore concluded that there is a relationship between amia- bility and self-efficacy variable, and the self-efficacy vari- able is able to predict the self-efficacy criterion variable. According to the results obtained in table above, because the calculated F of the amiability and extroversion va- riables are significant in the 0.01% level (f[2,276]=128.254 p=0.01), it is therefore concluded with 99% confidence that there is a relationship between amiability and extro- version and amiability and extroversion variables are able to predict the self-efficacy criterion variable.

TABLE 13

VARIANCE ANALYSIS TEST FOR CONSIDERING IF THE REGRES- SION IS SIGNIFICANT

The results obtained in table above indicate that amia- bility variable is able to predict 40.3% of the self-efficacy variance the self-efficacy variance is increased 8% by in- serting the extroversion variable to amiability variable in the second model (0.483), and it could justify 48% of the self-efficacy variance.
Considering the variance analysis significant for step- wise regression model is reported in table (12).

TABLE 12

VARIANCE ANALYSIS TEST FOR CONSIDERING REGRESSION SIG- NIFICANCE

According to the results obtained, table (13) shows that because the calculated T is significant for considering if the regression slope line (b) and the amiability model
13.657 is significant in the 0.01 level (t[13.457, p=0.01]); therefore, the power to predict the self-efficacy is statisti- cally significant. According to the results obtained, table (13) shows that because the calculated t is significant for regression slope line significance (b), amiability and ex- troversion variable 6.439 in the 0.01 level (t=13.657, p=0.01), therefore the power of predicting 13.657 for self- efficacy is statistically significant.

TABLE 14

THE CONTRIBUTION AND ROLE OF AMIABILITY AND EXTROVER-

SION PREDICTOR VARIABLE IN PREDICTING THE CHANGES OC-

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CURRED IN SELF-EFFICACY CRITERION VARIABLE

TABLE 15

THE SUMMARY OF STEPWISE REGRESSION ANALYSIS OF SELF-

EFFICACY AND INTERPERSONAL VARIABLES

Predictor va- riables

R

R^2

∆ R^2

Standard error

Interpersonal skills

0.795

0.631

0.630

5.91

The data obtained in table (14) are involved in the re- gression equation (b) of the predictor variable (amiability and extroversion) as follows:
In the first model, amiability variable is involved in the equation and it is organized as follows:
Ŷ=a+b1x1
By replacing the amounts of table (13), the above equa-
tion is achieved in the first model as follows:
Self-efficacy=12.406+0.668*amiability variable
According to the results obtained, table (14) shows that
the amiability variable is involved in the regression equa-
tion as the most effective variable in self-efficacy based on
the stepwise model, and it was able to predict 63.5% of
the changes occurred in the self-efficacy criterion variable, while one unit of change in standard deviation of amiabil- ity variable causes the standard deviation of the thrill- seeking criterion variable to be changed as 0.049.
In the second model, the amiability and extroversion variables are involved in the equation and are organized as follow.
The above equation in the second model is obtained by replacing the amounts of table (14):
Ŷ=a+b1x1+b2x2
Self-efficacy=10.019+0.42(amiability variable)+0.34
(extroversion variable).
According to the results obtained, table 14 shows that regression equation of amiability variable 36.6% predicts the changes occurred in self-efficacy criterion variable based on the stepwise model, while one unit change in
standard deviation of amiability variable causes the stan- dard deviation of the self-efficacy criterion variable to be changed as 0.053.

3.5 There is a relationship between emotional intelligence and the amount of self-efficacy in the students of Islamic Azad University, Tonekabon Branch

The stepwise multiple regression model is used for in- dicating if the above hypothesis is valid.
The stepwise regression model is used to determine the best indicator of self-efficacy among the predictor va- riables. It is worth noting that interpersonal skills are in- volved in the equation. The obtained results are presented in table 15.
The results of table above show that dealing with pres- sure variable is able to justify 63.1% of the self-efficacy variance (=0.631).
Considering the variance analysis test for stepwise re- gression model significance has been reported in table 16.

TABLE 16

VARIANCE ANALYSIS TEST FOR CONSIDERING REGRESSION SIG- NIFICANCE

Statistical indicator of the source of variation

Total square

SS

the degree of freedom

df

Mean squares ms

Test F

Significance level

Interpersonal skills change regression

16534.428

1

16534.428

Remaining

9658.122

276

34.801

472.504

0.001

Total

26192.550

277

According to the results of table above, because the calculated F of the interpersonal skills variable is signifi- cant in the 0.01 level (f[1,276]=472.504 p=0.01), therefore, it is concluded with 99% confidence that there is a rela- tionship between interpersonal skills and self-efficacy, and the interpersonal variable is able to predict the elf- efficacy criterion variable.

TABLE 17

REGRESSION ANALYSIS (INTERPERSONAL SKILLS VARIABLE IN- VOLVED IN THE REGRESSION EQUATION USING STEPW ISE MOD-

EL

The indicators of sources of change

The slope coefficient of the regression line (b)

Standard error

Standard coefficient of regres- sion separation (B)

T test for regression slope significance

Significance level

constant

6.532

Interpersonal skills

0.830

0.038

0.795

21.737

0.001

According to the results obtained, table (17) shows that because the calculated t is significant for considering if the regression slope line (b) and interpersonal skills vari- able in the 0.01 level (t=21.737, p=0.01), therefore the power of interpersonal skills variable for self-efficacy is

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statistically significant.

TABLE 18

cess.
This result is compatible with the research results con- ducted by Beyrami ( 2008), Rostami et al. (2010), Amini et

THE CONTRIBUTION AND ROLE OF THE PREDICTOR VARIABLE OF

INTERPERSONAL SKILLS IN PREDICTING THE CHANGES OF SELF-

EFFICACY CRITERION VARIABLE

the marks of the size of making change in standard deviation of the criterion variable per one unit of change in predictor standard deviation based on the obtained standard beta

The marks of the size of criterion variable change prediction accord- ing to the stepwise regression equation based on the amounts of standard beta by predictor variables

Predictor variable (dealing with pressure)

0.038

0.795

Interpersonal skills x1

The data of table (18) are involved in the regression model absed on the regression separation coefficient (b) of the predictor variables (interpersonal skills) as follows:
The dealing with pressure model is involved in the eq- uation in the first model and it is organized as follows:
Ŷ=a+b1x1
By replacing the amounts obtained in table (18), the
above model is achieved as follows:
Thrill-seeking=6.532+ (1.237)*(interpersonal skills vari-
able). The results obtained in table (18) indicate that the
interpersonal skills variable is involved in regression eq- uation as the most effective variable in predicting the amount of self-efficacy based on the stepwise model, and was able to predict 79.5% of the changes occurred in crite-
rion variable (thrill-seeking), while one unit of change in the standard deviation of the interpersonal skills variable cause the standard deviation of the thrill-seeking criterion variable to be changed as 0.038.

4 Results and Discussion

The hypotheses test results show that there is a rela- tionship emotional intelligence, personality traits and the amount of thrill-seeking and self-efficacy of the students of Islamic Azad University, Tonekabon Branch.
-The hypothesis test is also show that there is a signifi- cant and positive relationship between interpersonal skills and self-efficacy among the emotional intelligence dimensions and also between thrill-seeking and self- efficacy among the personality traits (amiability) and ex- troversion, and there is also a significant and positive re- lationship between intrapersonal skills and personality traits (flexibility and neurosis) and the dealing with pres- sure variable and the amount of thrill-seeking and self- efficacy of the university students.
Because of the fact that interpersonal skills enables
people in making social relations and it has many effects in becoming self-esteem and more powerful and because extrovert people are sociable ones are made delighted in making amicable relationship with others and are inter- ested in gaining new and exciting experiences, thus these people can be more enabler and efficient with high suc-
al. (2009), Besharat (2010), Chun (2007), Rathi and Rast- chie (2008). In these researches, it has been indicated that there is a significant and positive relationship between emotional intelligence, personality traits and self-efficacy.
-In addition, the research hypotheses results showed that there is a positive and significant relationship be- tween personality traits and the student’s amount of thrill-seeking, and the neurosis variable is a suitable indi- cator for the student’s amount of thrill-seeking among the personality traits and it has the power to predict the amount of student’s thrill-seeking.
Since the neurotic people are isolated are not looking for making relationship with others and do their affairs by themselves and are seeking for having strange and exciting experiences, they have high amount of thrill- seeking.
The results achieved are compatible with the experi-
ments conducted by Shabanzadeh Zeydahi (2008). In this research, Besharat indicated that there is a positive and significant relationship between manager’s personality traits, the amount of thrill-seeking and responsibility.
-The results also showed that there is a positive and significant relationship between emotional intelligence and the amount of thrill-seeking in the students. The deal- ing with pressure component is determined as the most effective predictor of the student’s amount of thrill- seeking, and it has been found out that those who have the capability in tolerating the high pressures can deal with the difficult situations and sudden occurrences.
This result is compatible with the one achieved by Pishghadam (2008). It has been indicated in this research that there is a positive and significant relationship be- tween the amount of emotional intelligence, skills and student’s academic success.
The results of multiple regression analysis showed that the is a positive and significant relationship between per- sonality traits and self-efficacy in the students, and the amiability and extroversion variables are suitable indica- tors for the student’s self-efficacy among the personality traits. Because amiable people are seeking for being ac- cepted in the others and the extroverts are also seeking for making social and amicable relationship with others, they can be sure of their capabilities.
This result is compatible with the one conducted by Witorio et al (2006). It has also been indicated in this re- search that there is a positive and significant relationship between the student’s responsibility and self-efficacy.
-The results of hypotheses test also showed that there is
a positive and significant relationship between the stu- dent’s emotional intelligence and self-efficacy, and the

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interpersonal skills is a suitable indicator for the student’s self-efficacy among the emotional intelligence compo- nents. Because those who have high interpersonal skills are seeking for making and maintaining acceptable rela- tionship with others and are an effective and efficient member of the society, they can be sure of their capabili- ties.
This result is compatible with the one conducted by Ra- thi and Rastouji (2008). It has been indicated in this re- search that there is a positive and significant relationship between emotional intelligence and self-efficacy. The re- search conducted by Chun (2007) is also confirmed this findings.

REFERENCES

[1] Etkisnon, Etal et al (2006) “the Hilgard Psychology”, translated by Baraheni, Muhammad Naghi (2008), 13th edition, Rosh Pub- lication. Tehran.

[2] Akbarzade, Nastaran (2004),” emotional intelligence”, Saloe et al, Farabi publications, Feyz-al-Eslam Press, first edition.

[3] Besharat, Muhammad Ali (2010), ‘the relationship between emotional intelligence and self-efficacy and academic success, Educational Renovations Journal, year 3, No. 5.

[4] Shabanzadeh Zeydehi, Leila (2008), “ considering the relation- ship between manager’s personality traits and their amount of innovation and responsibility in terms of school staff of Fou- man pre-province” MA thesis of educational administration, Is- lamic Azad University of Science and Research, Tehran.

[5] Bandura, Albert, (2002). The role of self- efficacy in making ability of people.

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[7] Kim, fred, The relationship between self-efficacy, delf-steem and self-respect with self instrumentnees of the studeats of high school of seal (Korea), (2003) Birmangam university.

[8] Rathi, M., Rasutchi, A., (2008), the relationship between intelle- geance with self- efficacy in the employees of insurance offices of Paris.

[9] Shiferd, Kenny, (2008), the effect of stress on strictness of pri- vate acconting Institus of Germany.

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