Post-emotional skills at the preparatory school

  • Prof. Khalid Abu Jasim al-Fatlawy (PhD .
  • محمد فليح حسن عجرم .
Keywords: Post-emotional skills, preparatory students, education, proportional method


The current research aimed to identify the post-emotional skills of middle school students and differences of statistical significance according to the gender of the students and their specialization and to achieve those goals the researcher built a measure of post-emotion skills, and after verifying the sincerity of the scale and stability applied on a sample of (500) students of the preparatory stage students in the Directorate General of Education in Qadisiyah province, the results of the research indicated that the students of the preparatory level enjoy a new level of post-emotional skills, which is a good indicator indicating on awareness or what the individual needs to adapt to his nature in life.   The researcher recommended enhancing post-emotional skills in students as a factor with them related to the ability to adjust and deal positively with oneself and others.

 To complete this, the researcher applied the measure to a sample of (500) students at Al-Qadissiya University selected in the random class method according to the proportional method, and after collecting the data and processing it statistically using the statistical bag of social sciences (SSPS) the research reached the following results: preparatory students enjoy a good level of post-emotional skills, a good indicator of awareness or needed by the individual to adapt to his nature in life.  Based on the results of the research, the researcher made several recommendations, including: enhancing the post-emotional skills of students as a factor with them related to the ability to control and deal positively with oneself and others. Include post-emotional skills and teach them within the student curriculum. Encourage students to rely on post-emotional skills and work to provide conditions for the interest of education by providing encouraging conditions for students who do not contribute to educational activities because this helps them to adopt emotional skills in education.


❖ القران الكريم .
❖ الجبوري ، علي محمود كاظم والعطية ، صفاء بهاء مكي (2016) : خبرة ما وراء المزاج وعلاقتها بالاغتراب الاجتماعي لدى طلبة الجامعة ، بحث منشور ، مجلة جامعة بابل للعلوم الإنسانية ، كلية التربية للعلوم الإنسانية ,بابل ،
❖ السمادوني، السيد إبراهيم (2007) :الذكاء الوجداني، اسسه، تطبيقاتها، تمنيته ، الطبقه الاولى، دار الفكر للنشر، عمان، الأردن.
❖ العادلي، راهبه عباس(2010): الانفعالات نموها وادارتها ، الطبعة الاولى.
❖ الفرماوي, حمدي و حسن, وليد رضوان(2009) : الميتا معرفيه بين النظرية والتطبيق، الانجلو المصرية ، القاهرة .
❖ بني يونس، محمد محمود (2012) : سيكلوجيه الدفعيه والانفعالات ، دار الميسر، الطبعه الثالثه ، عمان.
❖ زغير ، لمياء ، (2013) : الوعي بالانفعال وعلاقته بالقدرة على حل المشكلات لدى طلبة الجامعة ، مجلة جامعة بابل ، العلوم الإنسانية ، مجلة (21) ، للعدد (3) www.uobadg lon .edu .iq> publicaliow) )
❖ شطب، انس اسود (2018) : التفكير المستقبلي والبيئه الابداعيه المدركة وعلاقتها بما وراء الانفعال لدى طلبه الجامعة ،اطروحة دكتوراه ،كليه التربية للعلوم الصرفة، ابن الهيثم، جامعه بغداد.
❖ عثمان, فاروق السيد و رزق ,محمد عبد السميع(1998) :الذكاء الانفعالي مفهومه وقياسه ،مجله علم النفس، العدد15،ص32-50.
❖ كمال، علي (1983):النفس انفعالاتها و امراضها وعلاجها، دار واسط للنشر والتوزيع، الدراسات، ط٢، جامعه بغداد، بغداد.
❖ ماير، جون(2003): الذكاء الانفعالي،ط١، ترجمه صفاء الاعسر، دار المسيره للطباعه والتوزيع والنشر القاهره.

المصادر الأجنبية
● Bar-on, R. (2000) : Emotional and social in telligernce : insights from the Emotional Quotient inventory (EQl) , Hand book of emotional in telligernce, san francisco, josses, Bass.
● Bartsh, A, Appel, M, R. Storch, D, (2010) : perdicting emotions and me emotions at the movies, The role of the need for affect in avdiences experience of horror and drama, Communication Research, 37(2).167- 190 .
● Beall , j(2002 ) : Globalization and social Exclusion in Cities , framing the Debate with Lessons from Africa and Asia , Ehvir nmeht & urbanization , vol(14) No (1) April p6.
● Flavell, J, H.(1979) : Metacognition and cognitive monitoring, Anew area of coghtive - developmental in qviry, American psycholog is't, 34(10),906 - 911.
● Goleman, D(1995) : Emotional in telligence : why it can matter more thanlo, New York, Bantam Books.
● Gottman, J, M, katz, L, f, & Hooren, C. (1996): parental metaemotion philosophy and The emotional life of families Theoretieal models and preliminahy data, Journal of family psychology, 10(3),243 - 267 .doi:10.
● Kalin , N , H , Larson , C , Shelton ,s . E . & Daridson , R . s . (1998) : Asymmetric frontal brain activity , cortisol , and behavior associated with fearful temperament in Rhesus monkeys . Behavioral Neuroscience , rol , 112 , pp.286 – 292 .
● price, D. D. (2000): Psychological and neural machanisms of the affective, imension of paih, science, 288 .
● sioberg, L. B(2001) :Emotional In telligence and life adjustment, center for Economic psychology stockhdm school of Economies, sweden.
● Ulatas, l, & omeroglu. E, (2007) :The effects of an emotional in telligence education program on the emotional intelligence of children, social Behavior and personality, 35(10),136 5-1372.
How to Cite
., P. K. A. J. al-F. (PhD, & .م. ف. ح. ع. (2021). Post-emotional skills at the preparatory school. Al-Qadisiyah Journal For Humanities Sciences, 25(1), 281-303. Retrieved from