The relationship between ethical intelligence and psychological capital in physical education students at Kashan University (A case study; comparison between Iranian and Iraqi students)
Document Type : Original Article
Authors
1 MA, Department of Education, School of Humanity, University of Kashan, Kashan, Iran
2 Associate Prof, Department of Education, School of Humanity, University of Kashan, Kashan, Iran
Abstract
Purpose: The aim of this study was to examine the relationship between moral intelligence and psychological capital among Iranian and Iraqi physical education students at the University of Kashan.
Method: The research was applied in purpose and descriptive-survey in design. The study population consisted of Iranian and Iraqi physical education students, from which a sample of 193 participants was selected. Data were collected in the field using a questionnaire. Construct validity was evaluated through second-order confirmatory factor analyses. Reliability was assessed using Cronbach’s alpha, with all variables showing coefficients above 0.70, indicating satisfactory internal consistency. Structural equation modeling (SEM) with LISREL software and the partial least squares method was applied to test the research hypotheses.
Results: The results indicated a positive and significant relationship between moral intelligence and psychological capital. The dimensions of integrity and responsibility had significant positive effects on the psychological capital dimensions of self-efficacy, hope, resilience, and optimism, whereas compassion and forgiveness did not show significant effects in some cases. Moreover, an independent t-test revealed no significant differences between Iranian and Iraqi students in terms of moral intelligence and psychological capital.
Conclusion: The findings highlight the important role of moral intelligence in enhancing psychological capital, particularly emphasizing integrity and responsibility as key factors. These dimensions can serve as central elements in educational and personal development programs aimed at strengthening students’ psychological resources.
Method: The research was applied in purpose and descriptive-survey in design. The study population consisted of Iranian and Iraqi physical education students, from which a sample of 193 participants was selected. Data were collected in the field using a questionnaire. Construct validity was evaluated through second-order confirmatory factor analyses. Reliability was assessed using Cronbach’s alpha, with all variables showing coefficients above 0.70, indicating satisfactory internal consistency. Structural equation modeling (SEM) with LISREL software and the partial least squares method was applied to test the research hypotheses.
Results: The results indicated a positive and significant relationship between moral intelligence and psychological capital. The dimensions of integrity and responsibility had significant positive effects on the psychological capital dimensions of self-efficacy, hope, resilience, and optimism, whereas compassion and forgiveness did not show significant effects in some cases. Moreover, an independent t-test revealed no significant differences between Iranian and Iraqi students in terms of moral intelligence and psychological capital.
Conclusion: The findings highlight the important role of moral intelligence in enhancing psychological capital, particularly emphasizing integrity and responsibility as key factors. These dimensions can serve as central elements in educational and personal development programs aimed at strengthening students’ psychological resources.
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