The relationship between spiritual intelligence and taking responsibility with life quality

Abstract

Spiritual intelligence as one of the new concepts of intelligence includes a type of adaptability and behavior of problem solving which has the highest levels of growth in different domains of cognitive, moral, emotional, interpersonal etc. and helps out the person for coordination with the surrounding phenomena and achieving internal and external integration as well as enforcement of the spiritual intelligence which is equal with obedience of God which improves the social behavior and taking responsibility. The aim of this research is determining the relationship between spiritual intelligence and responsibility with life quality of students. The population under study includes all the male students studying in guidance schools of the city of Tehran in educational year of 2012-2013 and with the use of multistage sampling method 300 students have been chosen as research sample. For this purpose, in the first stage, Tehran city has been divided into three geographical regions of North, South and Center. In the second stage, for each geographical region one educational region has been selected and in the third stage from each educational region 2 high schools have been selected and in the fourth stage from each high school five class and finally from each class 10 student have been selected randomly. For data collection, 3 standard and normalized questionnaires including King’s spiritual intelligence (2008), life quality questionnaire (SF36) of Warosherbon (2001) as well as the responsibility questionnaire of Kordloo (2010) have been used. For data analysis descriptive statistics and inferential statistics (regression analysis test) have been used. In addition to confirmation of the research hypotheses, the research results indicate that among the subscales of the spiritual intelligence, transcendental awareness have a larger share in explaining life quality of the students, such that as the transcendental awareness the influence it has on life quality increases as well and results in an increase in life quality. In addition to this, among the subscales of taking responsibility, feeling of responsibility has a larger share in explaining the life quality of the students, such that as the feeling of responsibility increases the life quality increases as well. In addition to this, other subscales of taking responsibility including feeling of security, self-esteem, feeling of belonging and taking responsibility also have positive effect on life quality of the students.