Background:Evaluation of the effectiveness of moral intelligence on psychological capital, psychological needs, social competence and social support in students with behavioral problems.
Aim: The aim of this study was to investigate the effectiveness of moral intelligence on psychological capital, psychological needs, social competence and social support in students with behavioral problems.
Methodology: The research method was quasi-experimental with a control group and two pre-test-post-test stages. The statistical population includes all sixth grade elementary school boys with high scores on the scale of behavioral problems in the city of Kavar in the winter of 1399. Using available and voluntary sampling method, fivty students who were identified based on the Behavioral Problems Scale were selected. After matching, the samples were randomly divided into experimental and control groups and the experimental group received a moral intelligence training program for 11 sessions of 1.30 hours, but the control group did not receive any program. Behavioral Problems Using the Child Behavior Scale, Psychological Capital Using the Lutans et al. (2007), Psychological Needs Using the Johansson & Mini (2010), Social Competence Using the Flanner's Social Satisfaction Scale (2007) Social Support Using Were measured from the Wax et al. (1986) scale. Data were analyzed using covariance analysis.
Conclusion: Psychological capital, psychological needs, social competence and social support and their components (except the component of cognitive capacity in the social competence variable) of students with behavioral problems after the implementation of the moral intelligence training program in the post-test to Significantly increased more than the control group.
Ethical intelligence training improves psychological capital, psychological needs, social competence and social support and their components among students with behavioral problems, so as an educational program for students