مستوى الذكاء الأخلاقي وعلاقته بأسلوب حل المشكلات الاجتماعية لدى طلبة الصف الثامن الأساسي في محافظة الزرقاء
This study aimed to detect the level of moral intelligence and style of solving social problems and their relationship to the eighth grade students- Grade students. The sample consisted of 335 students (165 male, 170 female) during the second semester of the academic year 2015/2016, according to cluster random sample method. To achieve the objectives of the study the researcher used the descriptive approach Correlative been using two tools: the moral IQ scale rely on the theory of Borba and after consulting to some previous studies, such as the study of (A1 Azmat 0.2011; Tai 0.2014 and Al-Shamniari, 2007), and scope 7 Dimensions, an empathy, conscience, self-control, respect, kindness, tolerance and fairness. Patterns of social problems attached solution (Falwa and Abu Ghazal, 2013) and scope 5 dimensions: a positive orientation problem, and a negative orientation problem, problem solving rational style, solve the problem of reckless style, inwardness.. The results showed that the level of moral intelligence, was high on all dimensions moral intelligence scale except domains of Conscience and Self- control. The results also showed that the most common Positive problem orientation and problem solving style is the rational problem solving. Also indicated results of study a statistically significant correlation between Positive problem orientation and moral intelligence for the total score and sub¬score for all domains of except domains conscience and self-censorship. And between a rational solutions to the intelligence, moral total points and sub-points for all areas style problem. The study results revealed the presence of a statistically significant negative relationship between the Negative problem orientation and Avoidant problem solving style and Impulsivity problem solving style on moral intelligence for the total score and sub-score for all domains. Result of these findings the study recommends some recommendations, most notably the need to preserve the level of of moral intelligence and development of the students, and the necessity sensitize teachers and the parents on the importance of moral intelligence and the development of behaviors and moral values among their children by the modeling these behaviors in front of their children development, addition to preparing aimed moral behaviors development of curricula at various stages of education, with an include curricula activities to develop of moral intelligence of the students. (Author’s abstract)