Content analysis of guidance school textbooks based on Mayer and Salovey ability-based model of emotional intelligence

Authors

1 (PhD), University of Māzandarān

2 MA at Curriculum Planning

Abstract

This study was conducted with the goal of content analysis of guidance school textbooks based on emotional intelligence components. Out of 33 guidance school textbooks for the three years, 9 textbooks in field of Persian literature, religious education and history were selected. Content of textbooks were analyzed based on ability model of Mayer and Salovey’s four components of EI including: 1) Perception and identifcation of emotion, 2) Use of emotion, 3) Understanding of emotion and 4) Management of emotion. When analyzing the content of textbooks, all parts of lessons including words, sentences, questions, exercises and images were investigated in order to make clear their emotional messages and to what degree they deal with emotional intelligence components. Findings indicated that textbooks had emotional messages, but not in systematic and purposeful manner to foster EI. Out of three studied fields, literature had more contribution for EI education, whereas the contribution of history was not considerable. History textbooks were confined only to the description of historical events. It seems that the degree of attention to emotions and abilities of EI is affected by one way emphasis of education system on cognitive goals, in addition to the cultural musts and values. On the other hand, the newness of EI education in education theorizing and policy making could also be considered when dealing with the components of EI. 
  

 

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