شبكة المعلومات العربية التربوية

This study acquires its importance from the fact that it deals with Emotional intelligence, the present study aims at finding out: The Effect of psychological engineering on Developing Emotional Intelligence of Students Institute of Fine Arts via testing the following hypotheses: 1) There are no statistically significant differences on the level of (0,05)P between the Scores of the experimental group scares before and after programmer. 2) There are no statistically significant differences on the level of (0,05)P between the Scores of the experimental and control groups in the post test. 3) There are no statistically significant differences on the level of (0,05)P between the Scores of the experimental group in the post and postponed test. For achieving the aims of this study, two tools have been used: (Al Aqaishy, 2003) measure for Emotional intelligence and the program that has been prepared according to the psychological engineering. Moreover the experimental approach is adopted to verify the study hypotheses. The sample consists of (30) male students who got less score on the Emotional intelligence measure. The sample is selected from students in the Institute of Fine Arts in the city of Baqubah. They are distributed randomly into two equal groups. The set program was applied on the experimental group while the control group is not exposed to training program. Then, the psychological engineering approach was adopted. Furthermore, the number of program session was (12). The validity of the program is achieved through exposing it to a number of experts. In order to process data of the study, a group of statistical tools were used like; Pearson Correlation Coefficient, Kolmogorov-Smirnov test and Wilcoxen test. It has been found out that. 1) There are statistically significant differences at 0.05 level of significance in experimental group and in favor of the program. 2) There are statistically significant differences at 0.05 level of significance between the experimental and control groups. In the post test and in favor of the experimental group. 3) There are no statistically significant differences at 0.05 level of significance between the scores of the experimental group students in the post and postponed test. (Published Abstract)