النموذج البنائي للعلاقات بين الذكاء الانفعالي و فاعلية الذات و الرفاهة النفسية في ضوء متغيري الإنجاز المدرك و تحقيق الذات لدى طلاب جامعة دمنهور-جمهورية مصر العربية

الملخص EN

This research paper aimed to develop a constructive model that would explain the structure of relationships between emotional intelligence, selfefficacy, and psychological well-being in the light of perceived achievement and self-actualization.

The research sample consisted of (346) students from the first and fourth years of the Faculty of Education - Damanhour University.

They were between 18-22 years old.

The emotional intelligence scale (Mayer, Salovey, & Caruso, 2002), General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) Psychological Well-Being Scale (Springer & Hauser, 2006), Perceived Achievement Scale and Self-Actualization Scale were all applied to the sample.

The data was analyzed using path analysis found in the Liseral program (Liseral 8.8).

The study results led to a causal constructive model that explains the relationship between emotional intelligence, self-efficacy and psychological well-being in the light of perceived achievement and self-actualization.

The results also showed a statistically significant impact of self-efficacy on perceived achievement and psychological wellbeing.

There was also a statistically significant impact of self-efficacy and perceived achievement on self-actualization and psychological wellbeing.

It was also clear that emotional intelligence and self-efficacy had a statistically significant impact on self-actualization and psychological wellbeing.

Self-efficacy had the highest impact, whereas perceived achievement and self-actualization had lesser impact; and emotional intelligence had the least impact.