Exploring the Efficacy of Spiritually Integrated Psychological Sessions in Managing Internet Addiction and Other Comorbid Symptoms

The Effect of Emotional Intelligence and Spiritual Intelligence on Learning Outcomes of Islamic Religion and Characteristics of Students at SMA Negeri 5 Makassar

Background: Spiritual intelligence is an important factor for effective functioning of emotional intelligence. Objectives: The present study was conducted with the aim to determine the relationship between spiritual and emotional intelligence among Iranian medical students. Methods: This cross sectional study was conducted in 2015 on 324 students, who were selected through stratified random sampling from Mazandaran University of Medical Sciences, Sari, Iran. Data were collected using Bradberry-Greaves emotional intelligence and Eysenck spiritual intelligence questionnaires. Results: The participants included 94 males and 230 females. The mean total scores of emotional and spiritual intelligence were 110.52 and 89.37, respectively. The mean score of spiritual intelligence was higher among women in comparison with men, whereas the mean score of emotional intelligence was higher among men. A significant correlation was found between emotional and spiritual intelligence (r, 0.48; P < 0.05). Conclusions: Based on the findings, students’ emotional intelligence can be fostered by reinforcing their spiritual intelligence, and correct behaviors can be promoted in accordance with social values.

This study aims to investigate the role of spiritual intelligence on emotional development based on an Islamic perspective. This study also attempts to develop a scale of spiritual and emotional intelligence. The research method used in this study is factorial design analysis because it investigates the relationship and role among spiritual and emotional intelligence. Participants involved in this study were staffs and students at universities in Indonesia totalling 300 employees and students. spiritual intelligence has a relationship and plays a significant role in the development of a person's emotional intelligence. The relationship was found in statistical analysis on spiritual and emotional intelligence dimensions in Islamic perspective. The spiritual dimensions in Islamic perspective that have a significant correlation with emotional intelligence are awareness of transcendental, life meaning, patience, forgiveness. The most significant impact of spiritual intelligence is seen in the emotional regulation component, followed by the use of emotions, judgment of other people's emotions, and finally judgment of one's own emotions. In addition, the emotional intelligence of employee and student resources plays a very significant role in the development of universities because employees and students with good spiritual and emotional intelligence will have better endurance, be productive, and religious. So, the level of spiritual intelligence has a great impact on the emotional intelligence of employees and students and vice versa, so that employees and students who have good spiritual intelligence will be better able to control their emotional levels. In addition, this study also produces a scale of spiritual intelligence and a scale of emotional intelligence based on an Islamic perspective and validates the items in the scale empirically. The results of the development of spiritual and emotional intelligence scale items obtained 16 items each on the measurement scale. The implication of this study is that the development of human resources in higher education can be carried out through the development of spiritual and emotional intelligence based on an Islamic perspective by stakeholders. Stakeholders can monitor, evaluate, and implement programs to develop the spiritual intelligence and emotional intelligence of employees and students so that employees and students are better prepared to enter the world of work.

IntroductionEmotional and spiritual intelligence are crucial factors in enhancing individuals’ knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis.Materials and methodsA search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.ResultsThe overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26–16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08–140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18–0.51) and r = 0.50 (95% CI: 0.28–0.67), respectively.ConclusionsEmotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students’ academic achievement.

Effects of an emotional intelligence training program on alleviating internet addiction of college students at the risk of internet addiction in China.

The widespread use of the internet has brought numerous benefits, but it has also raised concerns about its potential negative impact on mental health, particularly among university students. This study aims to investigate the relationship between internet addiction and mental health in university students, as well as explore the mediating effects of emotional intelligence in this relationship. The main objective of this study was to examine whether internet addiction (dimensions and total) negatively predicts the mental health of university students, with emotional intelligence acting as a mediator. To address this objective, a cross-sectional design with an inferential approach was employed. Data were collected using the Wong Law Emotional Intelligence Scale (WLEIS-S), Internet Addiction Scale (IAS), and Keyes' Mental Health Continuum-Short Form (MHC-SF). The total sample consisted of 850 students from two large public higher education institutions in Ethiopia, of which 334 (39.3%) were females and 516 (60.7%) were males, with a mean age of 22.32 (SD = 4.04). For the purpose of the study, the data were split into two randomly selected groups: sample 1 with 300 participants for psychometric testing purposes, and sample 2 with 550 participants for complex mediation purposes. Various analyses were conducted to achieve the stated objectives, including Cronbach's alpha and composite reliabilities, bivariate correlation, discriminant validity, common method biases, measurement invariance, and structural equation modeling (confirmatory factor analysis, path analysis, and mediation analysis). Confirmatory factor analysis was performed to assess the construct validity of the WLEIS-S, IAS, and MHC-SF. Additionally, a mediating model was examined using structural equation modeling with the corrected biased bootstrap method. The results revealed that internet addiction had a negative and direct effect on emotional intelligence (β = -0.180, 95%CI [-0.257, -0.103], p = 0.001) and mental health (β = -0.204, 95%CI [-0.273, -0.134], p = 0.001). Also, Internet Craving and Internet obsession negatively predicted EI (β = -0.324, 95%CI [-0.423, -0.224], p = 0.002) and MH (β = -0.167, 95%CI [-0.260, -0.069], p = 0.009), respectively. However, EI had a significant and positive direct effect on mental health (β = 0.494, 95%CI [0.390, 0.589], p = 0.001). Finally, EI fully mediated the relationship between internet addiction and mental health (β = -0.089, 95%CI [-0.136, -0.049], p = 0.001). Besides The study also confirmed that all the scales had strong internal consistency and good psychometric properties. This study contributes to a better understanding of the complex interplay between internet addiction, emotional intelligence, and mental health among university students. The findings highlight the detrimental effects of internet addiction on mental health, and the crucial mediating role of emotional intelligence. The findings discussed in relation to recent literature have practical implications for practitioners and researchers aiming to enhance mental health and reduce internet addiction among university students. Emotional intelligence can be utilized as a positive resource in interventions and programs targeting these issues.

Introduction: Mental health is one of the most important as psychological topics. Spiritual and emotional intelligences can lead to improving of spirituality and social relations for more perfection. The aim of this study was to assess the relationship between emotional and spiritual intelligence with general health status. Methods: In this cross-sectional study, 197 students in Semnan province, were selected to participate in this survey in 2013. They responded to GHQ-28, spirituality intelligence and Bar-On emotional intelligence questionnaires. The data were analyzed through using structural equation modeling (SEM) and Lisrel statistical software. Results: Univariate analysis showed reverse significant correlation between health status scores and spiritual intelligence scores (r=-0.32), mental status scores and emotional intelligence scores (r=-0.26) and direct correlation between spiritual and emotional intelligence scores (r=0.33). Prediction of health status by emotional and spiritual intelligence using SEM showed a significant relation between health status and emotional intelligence. Conclusion: Findings of this study shows that the higher emotional intelligence score is a predictor of better mental health status. It seems that planning and use of educational programs for increasing emotional intelligence status can play a leading role in improving the mental health states of students.

The problem of growth and development in adolescence and the emergence of the COVID-19 pandemic is psychosocial stress that could trigger anxiety, depression, and non-suicidal self-injury (NSSI). This research aims to describe the relationship between the level of emotional intelligence and spiritual intelligence with NSSI behavior in adolescents. We conducted quantitative correlational research with a cross-sectional approach. Subjects in the study consist of high school students in Bandung from June 2021 to July 2021. The examination was carried out through a questionnaire of Self-Harm Inventory (SHI) instrument, the emotional intelligence scale, and the spiritual intelligence scale. Sixty respondents with NSSI behavior were found (30.15%) out of 199 respondents, mostly aged 15–17 and female. Among them, 54 meet the mild NSSI behavior, and six people tend severe psychopathology. All adolescents with NSSI behavior were found to exhibit a level of emotional and spiritual intelligence in the moderate category. Statistically, there is a significant and simultaneous relationship between the level of emotional and spiritual intelligence and NSSI behavior in adolescents. Therefore, psychosocial intervention effort is essential for adolescents with NSSI to increase their spiritual and emotional intelligence. Adolescents with severe psychopathology need to be referred to a psychiatrist for further examination.

Background Problems: Intellectual, emotional, and spiritual intelligences are believed to influence student learning achievement. However, the specific impact of these intelligences on physical education and, more specifically, on pencak silat learning outcomes remains unexplored. Research Objective: The purpose of this study was to determine the effect of intellectual, emotional, and spiritual intelligence on students' learning achievement in pencak silat. Methods: This research method uses descriptive quantitative causality. We sampled 96 students from a high school in Bekasi City. This study used four instruments: (i) Sternberg triarchic abilities test, (ii) global emotional intelligence test, (iii) spiritual intelligence test, and (iv) pencak silat learning achievement using Bloom's taxonomy. We analysed the data using descriptive statistics, specifically the F-test and T-test. Findings and Results: The study revealed that intellectual, spiritual, and emotional intelligence all play a significant role in enhancing students' learning achievement in pencak silat within physical education settings. Among these, emotional intelligence emerged as the most influential factor, surpassing both intellectual and spiritual intelligence in its impact on academic success. This finding underscores the critical role of emotional regulation and awareness in mastering complex physical and mental skills in pencak silat. Conclusions: The findings highlight the importance of strengthening all aspects of intelligence in education. This research brings a fresh perspective to the field of physical education, highlighting the increasing prominence of emotional intelligence in learning outcomes. It demonstrates the need for the development of emotional intelligence in the context of physical education, particularly in relation to pencak silat. For a more comprehensive understanding, we can conduct further research to investigate the interaction of these intelligences with other variables such as motivation, learning environment, and teaching methods.

Medical students face numerous challenges that can impact their academic performance. Among the factors influencing academic performance are emotional, spiritual, and cultural intelligence. This study aimed to investigate the relationship between these factors with the academic performance at Kermanshah University of Medical Sciences. This quantitative correlational study was conducted using a stratified random sampling method on 706 students studying at Kermanshah University of Medical Sciences in 2024. The tools used in this research included standard questionnaires for emotional intelligence, spiritual intelligence, cultural intelligence, and academic performance. The collected data were analyzed using descriptive statistics and correlation tests. The results indicated that spiritual intelligence was positively and significantly related to academic performance (P < 0.001, correlation coefficient 0.21). Additionally, emotional and spiritual intelligence were correlated (P < 0.001, correlation coefficient 0.241), and a positive correlation was observed between cultural intelligence and academic performance (P < 0.001, correlation coefficient 0.280). Furthermore, both spiritual and cultural intelligence were positively and significantly related to academic performance, while emotional intelligence did not show a significant relationship. The results of this study indicate that promoting spiritual and cultural intelligence has a significant impact on enhancing student academic performance, ultimately improving health in society.

This journal is written as the author's sensitivity to the reality of social and moral life that is less humanistic at this time. One way to have a humanist attitude and behavior in the spiritual and emotional side is to study the Koran. This journal raises the formulation of the problem as follows; What aspects of spiritual and emotional intelligence are contained in Surah Luqman verses 12-19? What is the value of spiritual and emotional intelligence education in Surah Luqman verses 12-19? This research is a type of library research using a descriptive-analytical approach. The data collection method in this research is tracing material related to Surah Luqman verses 12-19 and documentation. The data sources used are primary and secondary data sources. The data analysis technique used is descriptive analysis. Descriptive, namely presenting data as realistically as possible according to the research results obtained, then analyzed to reduce the data set through descriptions to obtain conclusions. In this study, there are several aspects contained in the Al-Quran Surah Luqman verses 12-19 which are sourced from 3 interpretations, from the three interpretations, the verse that has aspects of spiritual intelligence is found in the verses 12,13,15,16,17 and the verse which has spiritual intelligence. aspects of emotional intelligence are found in verses 14, 17, 18, and 19. In the Al-Quran Surah Luqman which contains several aspects of spiritual and emotional intelligence and educational values ​​that are building principles of life between God and fellow human beings, namely, starting with of how; being grateful to God's destiny, uniting God, doing good to both parents, spiritually (conscience), worshiping and doing amar ma'ruf nahi munkar, to how to live socially and ethically. After discussing aspects of spiritual and emotional intelligence along with educational values, it is necessary to make efforts to increase spiritual and emotional intelligence which includes aspects of spiritual intelligence and emotional intelligence in order to place behavior in life through a wider context of meaning. People who have spiritual intelligence usually have concern for others. Like the character Lukman Hakim in Surah Luqman, who teaches his children about commanding ma'ruf nahi munkar. The results showed that Islam has a strong guideline in living a spiritual and emotional life, namely the Koran. Therefore, the Koran needs to be studied in depth, not just reading and listening.

The co-occurrence of attention-deficit/hyperactivity disorder (ADHD) and problematic Internet use (PIU) is associated with increased severity of PIU and poorer treatment outcomes. The main objective of this study was to examine the association between PIU and adult ADHD symptoms and determine whether adult ADHD symptoms were a predictor of PIU in the general adult population. We also examined the potential mediating role of the dimensional psychopathological factors, including anxiety, depression, impulsivity, and emotion regulation, in this relationship. To achieve these aims, we recruited 532 regular Internet users online from the general adult population. The participants completed an online questionnaire assessing PIU (Internet Addiction Test), anxiety and depression symptoms (Hospital Anxiety and Depression Scale), adult ADHD symptoms (Adult ADHD Self-Report Scale-V1.1), emotion regulation (Emotion Regulation Questionnaire), and impulsivity (UPPS-P Impulsive Behavior Scale). We conducted a multiple regression analysis to determine the predictors of PIU and mediation analyses to identify the psychopathological mediators of the association between adult ADHD symptoms and PIU. PIU was observed in 17.9% of our sample. A significantly higher proportion of respondents with PIU screened positive for adult ADHD symptoms compared to respondents without PIU (50.5 vs. 21.7%; p < 0.001). Individuals with PIU reported significantly higher scores than those without PIU for anxiety and depressive symptoms, impulsivity, and the emotion regulation strategy of expressive suppression. Additionally, they had significantly lower scores than those without PIU on cognitive reappraisal than non-problematic Internet users. In addition to adult ADHD symptoms, the multiple regression analysis revealed that PIU was also positively predicted by depressive symptoms, positive urgency, lack of perseverance, and expressive suppression, and is negatively predicted by cognitive reappraisal and negative urgency. The mediation analysis showed that lack of perseverance, positive urgency, and depressive and anxiety symptoms were partial mediators of the relationship between adult ADHD symptoms and PIU. Our results highlight the significant co-occurrence of PIU and adult ADHD symptoms. This study also provides support for a theoretical model in which impulsivity dimensions, emotion regulation strategies, as well as the tendency to anxiety and depressive symptoms, may play a mediating role in this co-occurrence. In summary, the findings emphasize the need to assess these psychological characteristics in problematic Internet users, as they can be a factor of clinical complexity, as well as the importance of targeting them as part of integrated interventions for both adult ADHD symptoms and PIU.

The purpose of this study is to ascertain how student learning outcomes and emotional and spiritual intelligence are related. The quantitative approach with correlational study is the methodology employed. Techniques for gathering data in the form of surveys with questionnaires and measures of learning outcomes in the form of midterm exams (PTS). Assessing students' emotional and spiritual intelligence is done using questionnaires. This study used a simple random sampling method to select 106 students as its sample. The study's findings indicate a favorable correlation between emotional intelligence and student learning outcomes, a favorable correlation between emotional intelligence and spiritual intelligence, and a favorable correlation between emotional intelligence and spiritual intelligence and student learning outcomes.

This study aimed to assess the impact of emotional intelligence and spiritual intelligence on Qur'anic memorization among junior secondary school students. The approach used was quantitative with a survey method. The research subjects consisted of 103 students participating in the tahfidz program, each of whom had memorized at least one juz. The instrument used was a Likert-scale questionnaire to measure emotional intelligence, spiritual intelligence, and memory ability. Data analysis was conducted with multiple linear regression. The results of the F test show that emotional and spiritual intelligence together have a significant effect on the ability to remember the Qur'an. The partial t-test also showed that both variables had a significant effect with a p-value &lt; 0.05. This finding confirms that emotional aspects such as self-control and motivation, as well as spiritual aspects such as closeness to God and meaning of life, contribute to students' success in memorizing the Qur'an. The coefficient of determination of 50.2% indicates that the two variables together explain more than half of the variation in memorization ability. Therefore, it is important to improve spiritual and emotional intelligence in a balanced manner to support optimal memorization results, as well as emphasize the importance of a holistic approach in teaching tahfidz.

ABSTRACTThe purpose of this research was to predict the contribution of spiritual and emotional intelligence towards the purpose in life of OSF retired nuns. The participants were 39 nuns. This correlation study used purpose in life scale, spiritual intelligence scale, and emotional intelligence scale to collect data. The data was analyzed with partial correlation and linier multiple regression. Spiritual and emotional intelligence was positively related to the purpose in life ( r = 0,406 ; p &lt;0,05). The contribution of spiritual and emotional intelligence was 16,4%. It means that other variables such as sex, knowledge, motivation, age, family environment, and other environment contributing 83,6%. The researcher concluded that: First, the purpose in life of retired nuns can be predicted by spiritual and emotional intelligence; Second, spiritual intelligence supports the purpose in life of retired nuns; Third, emotional intelligence supports the purpose in life of retired nuns. Keywords: spiritual intelligence, emotional intelligence, purpose in life