Emotional Intelligence Levels among Hearing-impaired and Visually Impaired Students in Jordan

Akef Abdullah Al – Khateeb^1* ;Wael Mohammad Alshurman² ; Ihsan Igdifan Ali Al-Saree³

^1,2,3Faculty of Educational Sciences, Department of Psychological Sciences and Special Education/Al - AlBayt University, Jordan.

Abstract

The study examined the differences in the emotional intelligence levels among hearing-impaired and visually impaired students in Mafraq Governorate, Jordan. The study sample consists of 198 students; it is divided into 144 hearing-impaired and 54 visually impaired students who are enrolled in centers, schools, and institutions of special education of the academic year (2018-2019) in Jordan. To achieve the objectives of the study, the researcher developed a 38-item emotional intelligence scale in terms of four domains: Emotional knowledge, Emotional regulation, Empathy, and Social competence. The significance of validity and reliability is verified. The study results showed that the total degree of emotional intelligence among hearing-impaired students was low (M=1.51). The total degree of the emotional intelligence of the visually impaired students was medium (M=3.64). The results also revealed that there were statistically significant differences among hearing-impaired and visually impaired students in emotional intelligence as a whole and in all fields; the differences went in favor of visually-impaired students. The study recommended that the research and educational authorities, psychologists, and media officials should pay attention to individuals with auditory and visual disabilities and give them similar importance compared to normal people in terms of rights, facilities, values, and positive attitudes towards them.

Keywords:Emotional intelligence, Visual impairment, Hearing impairment, Jordan.

Contribution of this paper to the literature: This study contributes to the existing literature by determining the differences in the emotional intelligence levels among hearing-impaired and visually impaired students in Jordan.

1. Introduction

Emotional intelligence received great attention from researchers of various educational and psychological fields. This might be due to the growing interest in emotional intelligence; since it provides individuals with several opportunities for success in life domains and helps eliminate any misunderstanding. Emotional intelligence includes a group of social and moody features; they affect the diversity of emotional output of individuals in terms of their ability to face and comprehend problems. The more we understand feelings, the higher level we have in facing the individuals' daily-life problems. Pfeiffer (2001) considers emotional intelligence as one of the most modern types of intelligence; thus, it requires an unconventional approach to the concept of intelligence. Therefore, it is believed that the social, economic, health, environmental, cultural, and political changes facing society nowadays require not only mental abilities but also emotional abilities to be solved.

In his various books and articles, Goleman confirms that cognitive intelligence contributes with only (20%) of the factors that determine success in life leaving (80%) to factors other than the mental ones. The majority of those gaining high ranks are not distinguished due to their intelligence but rather to their possession of emotional intelligence skills Kurdi (2010). Bar-On believes that the people who possess emotional intelligence can recognize and express their emotions, understand the emotions of others, establish strong relations with them and take social responsibility without seeking to rely on others in their lives. Such individuals are typically optimists, happy, flexible, reliable, and successful in solving problems and in dealing with stress without losing control of themselves (Jarwan, 2012).  Through emotional intelligence, one can successfully predict an individual's success in the practice patterns of life, in general, more than the Intelligence Quotient (IQ), while the general intelligence is a good predictor of success in the academic life.  The lives of individuals are not only academic as they represent an aspect of the social life of the individual by nature. Individuals with high emotional intelligence are closer to success in any decision they make in their lives and work situations.

Emotional intelligence also contributes to building a person’s character by making it more successful (Nofal, 2007). The Western systems and institutions focus on developing emotional skills of disabled people through psychological therapeutic intervention programs in educational institutions and centers of special education. As they aim at promoting self - esteem and emotional intelligence among students and their teachers seeking the best level of comprehensive social integration for all members of the community.

As for Arab societies, this goes through difficult stages when dealing with the category of people with disabilities in general and the category of people with visual and auditory disabilities. These difficulties may be attributed to teachers' negative attitudes toward people with visual and hearing impairments, or lack of experience and educational guidance which enable them to deal with those groups (Jarwan, 2012). The impact of the hearing and visual impairment is evident in various developmental aspects such as linguistic, psychological, social, cognitive, and mental growth and academic achievement. Such influences are evident in the adaptive behavior, which threatens the relations between family members and friends, since the adaptive behavior is an important factor incompatibility through reflection on intelligence and mental capacity.

Intelligence plays an effective role in improving personal and social abilities. The more intelligent the individual is, the more the individual can cope and adapt to the limitations of intelligence in some people with disabilities. So, their life becomes more complicated and they experience a sense of despair and distrust (Al-Imam & Al-Jawaldh, 2016; Musa, 2009). In addition students with a visual and hearing impairment lack the proper adaptability in the interpersonal and social aspects and emotional problems such as isolation from peers, low self-esteem,  translating the feelings and emotions of others, acute anxiety, and sudden surprise of their current abilities; they resort to facing the outside world with stubbornness and aggressiveness. Thus, they are often unable to take interpersonal and social responsibility as they will be characterized by the emotional fluctuation which affects their emotional and social development (Gardner & Quallter, 2010).

The first person to use the term "Emotional Quotient" (EQ) versus the term "Intelligence Quotient" was Bar-On, who sees emotional intelligence as a mixture or group of skills, traits, and social, personal, and emotional abilities that affect an individual’s ability to adapt effectively to environmental pressures and requirements. According to the Bar-On's theory of emotional intelligence referred to in Reiff's Study (Reiff, 2001) we show the relationship of individuals with visual and auditory disabilities in line with the elements of emotional intelligence:

1. Social skills: Educational literature indicates that students with visual and hearing impairment have a deficiency in developing social relations and making new friendships. They also perform difficult tasks with the help of others. The results of the study by Mclntons, Vaughnn, and Zaragoza (Mayer & Salovey, 2000) indicated that students with disabilities have a low level of emotional intelligence.
2. Interpersonal skills: Self - awareness is a key factor in developing interpersonal skills. Al-Saree, Alshurman, and Alshurfat (2020) showed the relationship between anxiety and self-esteem, and awareness and self-esteem in this category. The results showed that the high levels of awareness and self-esteem are directly linked with the low level of anxiety of people with disabilities. 
3. Adaptability: studies indicate that the visually--impaired and hearing-impaired adults are less able to assess the sources of stress and anxiety. Moreover, Munsch' study reveals that university students suffer a lack of adaptability in university life (Mangal & Mangal, 2004). 
4. The ability to manage stress:  Gregget's study reveals that impaired children and adults suffer from greater stress than their normal peers as they suffer from stress in the field of academic achievement (Aminpoor, 2013).
5. General mood: Goleman believes that working leads to optimism due to the circumstances in which we conduct better. It was clear that impaired children are incapable of learning to work and seem pessimistic towards the ways and methods of learning used for this category (Goleman, 1998).

To sum up, students with hearing impairment need to organize and control themselves, develop academic requirements that help to solve problems and overcome difficulties, adapt to the new environment, develop effective compensatory skills and adopt strategies to support this category suffering from visual and hearing impairment.

1.1. Problem of the Study

The concept of emotional intelligence has received considerable attention from scientists during the last century due to its effect and prominent role in the psychology aspect of the individual and the learning process. Therefore, having high levels of emotional intelligence skills ensures the availability of more emotions and behaviors that reflect empathy, participation, assistance provision, and feeding others with sound ideas; those who enjoy empathy abilities tend to be less aggressive and conduct actions serving the community. The most important feature of emotional intelligence is that it is less than intelligence in terms of the genetic inheritance allowing parents, teachers, and special education specialists to develop the emotional intelligence for the impaired to determine the chances of individuals' success (Al-Khatib, 2014). Accordingly, it could be seen that emotional intelligence plays a major and active role in the mental health and psychological compatibility among individuals with visual and hearing impairments, leading to self – realization. Thus, higher levels of emotional intelligence among this group means the lesser personal problems and stress they face in life and the less the mental disorders one might face.

 Individuals with hearing and visual impairment may feel anxiety and despair; so they became more likely to feel loneliness and develop the fear of the unknown, sensitivity, emotion, alienation, and low self – esteem. This leads to mental disorders. Also, the problem of the study comes from the researchers' interaction with individuals with visual and hearing impairments as they need more services, early intervention programs, and psychological counseling programs to interact positively with life and others. They can feel the loss of the real meaning of life more than others because of a disability and lack of efficiency resulted from visual and hearing impairments. Accordingly, this study is meant to be a research which has scientific and logic justifications after surveying the previous studies conducted on the emotional intelligence of people with visual and hearing impairments and the scarcity of studies on the levels of the emotional intelligence of people with visual and hearing impairments; thus, the study problem focuses on identifying the levels of the emotional intelligence of people with hearing and visual impairments.

1.2. Questions of the Study

• What are the levels of emotional intelligence among the hearing-impaired students in Mafraq Governorate?
• What are the levels of emotional intelligence among the visually impaired students in Mafraq Governorate?
• Are there differences between the hearing-impaired and visually impaired students in terms of the levels of emotional intelligence?

1.3. Importance of the Study

The significance of this study stems from the role of emotional intelligence and its significant impact on forming of the students’ personality, their understanding of themselves, and their interaction with the surrounding community, such as family and school in a positive manner.
The importance of this study can be seen in the following aspects:

1. This study provides tools to detect the levels of emotional intelligence among the hearing-impaired and visually-impaired students which help researchers carry out studies that contribute to providing scientific knowledge of different aspects to figure out differences between the emotional intelligence of the hearing-impaired and visually-impaired students.
2.  The novelty of the study:  it is related to identifying that hearing-impaired and visually impaired students possess emotional intelligence and stating the differences between the two disabilities.
3.  The study will help specialists in psychological, guidance, educational, and social fields to provide possible support and assistance for this group of people with visual and hearing impairments.

1.4. Study Limitations

• This study was limited to assess the levels of emotional intelligence for the students enrolled in the schools and special education centers of people with visual and hearing impairments aged (12 - 17) in Mafraq Governorate.
• The study was also limited to the period when the study tools were applied during the academic year (2018-2019).

1.5. Operational Definitions

• Emotional Intelligence: the researcher adopts the operational definition of "Bar-On (2006) who defined it as an interaction of a group of emotional and social skills, competencies and facilitates affecting the individuals' ability to express and understand himself, understand and communicate with others, deal with his daily needs, and face challenges and stress (Bar-On, 2006).
• Visual impairment: the visually-impaired students are people who are officially diagnosed by Jordanian Diagnostic Centers as having a visual impairment and are enrolled in schools and special education centers in Mafraq Governorate in the academic year (2015 / 2016).
• Hearing impairment: the hearing-impaired students are people who are officially diagnosed by the Jordanian Diagnostic Centers as having a hearing impairment and are enrolled in schools and special education centers in Mafraq Governorate in the academic year (2015 / 2016).

2. Literature Review

Nakpong and Chanchalor (2019) examined the use of interactive multimedia games in enhancing emotional intelligence among hearing-impaired students. The sample of the study consisted of (10) hearing-impaired students. Six interactive games were applied to develop emotional intelligence. To achieve the aim of the study, the experimental approach was used. The results of the study showed an effect of interactive games on the emotional intelligence of students with hearing disabilities on the dimensions: self-control, empathy, problem-solving, self-consideration, and life satisfaction.

Diaz and Garcia (2018) aimed to identify the similarities and differences in the level of emotional intelligence, psychological flexibility, and self-esteem between ordinary individuals and individuals with disabilities. The sample of the study consisted of (110) normal people and people with disabilities. To achieve the aim of the study, a measure of emotional intelligence, psychological flexibility, and a measure of self-esteem were used. The results of the study showed that there are statistically significant differences in the level of emotional intelligence due to the variable of the study sample and for individuals with disabilities.

Eniola and Adebiyi (2007) which was conducted in Nigeria aimed at identifying the level of emotional intelligence and the ability to develop goals among a sample of students with visual impairment. The study also aimed to identify the effect of a counseling therapeutic program in improving emotional intelligence levels and the ability to develop career goals for this group of students. The sample of the study consisted of (32) male and female students with a visual disability who were randomly selected from one of the schools established especially for visual impairment students. Students participated in a counseling therapeutic program based on improving the level of motivation to know its impact on increasing the level of emotional intelligence and the ability to develop career goals. The study sample students responded to the Emotional Intelligence Scale developed by researchers and the ability to develop career goals before and after participating in the current study. The results of the study showed a significant effect of the counseling therapeutic program based on improving motivation levels in increasing the level of emotional intelligence and the ability to develop career goals among students with visual impairment.

Ataabadi, Yousefi, and Moradi (2013)’s study was conducted in Iran; it aimed to detect the level of emotional intelligence, social skills, family communication, self – esteem, and the prediction ability of these variables regarding the academic achievement among deaf students. The study sample consisted of 51 male deaf students and 55 female deaf students or hearing-impaired students who were randomly selected from some private schools in Tehran. To achieve the objectives of the study, Petrides and Furnham (2001) scale of the emotional intelligence was used in addition to the social skills, family communication, and self – esteem scales. The results of the study revealed that the level of emotional intelligence, social skills, family communication, and self - esteem among deaf students was low. The results showed there is a statistically significant positive correlation between emotional intelligence and family communication on one hand and the academic achievement of the deaf students on the other hand. The results also showed that there is no statistically significant correlation between social skills and academic achievement.

The study of Al-Khawaja (2013) aimed at analyzing the relationship between emotional intelligence and competitive strategies in civil society organizations in Jordan. To achieve the objective of the study, the researcher prepared a questionnaire consisting of (74) items including the elements of emotional intelligence, namely: (self - vigilance, self – control, motivation, empathy, and social skills). The study sample consisted of (225) senior and middle management members. The study concluded that there were statistically significant differences between emotional intelligence and the strategy of cost leadership in Jordanian civil society organizations. There were no statistically significant differences in the perceptions of respondents about emotional intelligence due to the properties of the organization in terms of size, structure, and membership. Also, there were no statistically significant differences in the perceptions of respondents about competitive strategies due to the characteristics of the organization.

The study of Attri and Rai (2013) was conducted in India; it aimed to detect the level of emotional intelligence among visually-impaired students in public and inclusive schools. The sample of the study consisted of (120) male and female visually impaired students in regular and inclusive schools who were randomly chosen. To achieve the objectives of the study, a developed emotional intelligence scale was used by the researchers. The results revealed that the level of emotional intelligence among visually-impaired and normal students in both the regular and inclusive schools was medium and that there were no differences in the level of emotional intelligence among the visually-impaired due to gender.

The study of Mirzaei and Saeedi (2013) was conducted in Iran; it aimed to compare the level of emotional intelligence and the interpersonal characteristics between visually-impaired people and normal people. The study sample consisted of 18 men and 28 women who were selected randomly from Tehran City. To achieve the objectives of the study, the scale of the interpersonal characteristics was used in addition to (Bar-on) scale of emotional intelligence. The results showed that the level of emotional intelligence among the visually impaired people has ranged from low to medium while it was medium among normal people. The results showed that individuals with disabilities are characterized by openness while the normal students are characterized by neuroticism. 

The study of Kumar and Singh (2013) was conducted in India; it aimed to detect the level of emotional intelligence and psychological compatibility between the visually-impaired students and normal students. The sample of the study consisted of (150) normal students selected intentionally from several primary and secondary schools. To achieve the objectives of the study, the compatibility scale among the students developed by Sinha and Singh (1993) was used in addition to Mangal and Mangal (2004) scale of emotional intelligence. The results of the study showed that the level of emotional intelligence and psychological compatibility among the visually impaired students was medium while the level of emotional intelligence and psychological compatibility among normal students ranged from medium to high. The findings also revealed that there was a positive correlation between emotional intelligence and psychological compatibility between students with a visual impairment and normal students and there were no differences in the level of emotional intelligence and psychological compatibility in favor of normal students.

The study of Yasin, Bari, and Salubin (2012) was conducted in Malaysia; it aimed to detect the level of emotional intelligence among the deaf and hearing-impaired students. The sample of the study consisted of (148) male and female deaf and hearing-impaired students selected randomly from several private schools in Kuala Lumpur. To achieve the objectives of the study, the teacher's and parents' grading scale of measuring the level of emotional intelligence of the student was used. The results of the study showed that the level of emotional intelligence among the deaf and hearing-impaired students was medium. There were no differences in the level of emotional intelligence due to gender; there were differences in the level of emotional intelligence due to the grade level in favor of higher grades; moreover, there was a positive correlation between the level of emotional intelligence and academic achievement of students. Finally, there was a negative correlational between the high level of emotional intelligence and the behavioral problems among deaf and hearing-impaired students.

The study of Haghighatzade (2012) was conducted in Iran; it aimed to compare the level of emotional intelligence of deaf and normal students. The study sample consisted of (30) male and female deaf students and 30 normal students who were randomly selected from inclusive schools in Isfahan. To achieve the objectives of the study, the emotional intelligence scale was used in the data collection process. The results of the study revealed that the level of the emotional intelligence among the deaf students was medium, while it ranged from medium to high level among normal students; moreover, there were differences in the level of the emotional intelligence between deaf and normal students in favor of the normal students.

The study of Deluzio, Girolametto, and Schlauch (2011) was conducted in Canada; it aimed to identify the levels of social intelligence and social interaction with peers among a sample of hearing-impaired students. The study sample consisted of 12 hearing-impaired students and 12 normal students. Observation during play and the social intelligence scale were used in the process of collecting data from the study sample. The results revealed that there were differences in the level of social intelligence and social interaction with the peers between the hearing - impaired students and normal students in favor of normal students. The results also showed that the level of social intelligence among the hearing - impaired students was low while the level of social intelligence among the normal students was medium. 

The study of Vogel-Walcutt, Schatschneider, and Bowers (2011) was conducted in Florida; it aimed to identify the levels of social and emotional intelligence among a sample of the primary school hearing-impaired students. The study sample consisted of two groups, a group of 20 male and female hearing-impaired students and a group of 20 normal students who were randomly selected from some of the private and public schools. The emotional and intelligence scale of teachers' edition and observation were used in the process of collecting data from the study sample. The results revealed that there were differences in the level of the social and emotional intelligence between normal students and the hearing-impaired students in favor of the normal students.

The study of Chan (2008) studied the relationship between emotional intelligence, emotional maturity, leadership properties, and social relations of a sample consisting of (398) distinguished hearing-impaired students in Hong Kong. The study revealed that students with hearing impairment are more interested in leadership activities and the method of solving problems while they were less intelligent emotionally and less interested in social relations with others.

The study of Al-Ja'afreh (2007) aimed to detect the relationship between multiple intelligences in hearing-impaired children and the variables of the degrees of impairment, gender, and age (6-11 years) through a tool that has been developed containing ( 68 ) items including types of intelligences; the sample consisted of ( 78 ) : ( 42 ) males and ( 36 ) females. The results indicated there were statistically significant differences in favor of the relationship of the multiple intelligences among the study sample due to the degree of impairment and the differences were in favor the hearing- impaired people with a medium level; moreover, there were significant differences in favor of the relationship of the multiple intelligences due to the variable of age in favor of the group aged (4-6) years and significant differences in favor of the relationship of the multiple intelligences of the sample due to gender in favor of simple hearing-impaired females.

The study of Al-Ajami (2006) aimed to detect the differences between the study groups of clever and un clever blind female and male students in terms of academic achievement, interpersonal intelligence, social intelligence, and emotional intelligence. The sample consisted of 108 blind students (10-15 years) in GCC countries. Three scales of the interpersonal, social, and emotional intelligence were used as they were developed to achieve the objectives of the study. The results showed that there were significant differences in the interpersonal and emotional intelligence and all kinds of intelligence according to gender in favor of the males, significant differences in the emotional intelligence according to gender interaction and academic achievement in favor of males, significant differences in the emotional intelligence according to gender (females only) in favor of low female achievers and finally significant differences in emotional intelligence and all the kinds of intelligence per the academic achievement (clever students only) in favor of males. 

The study of Sharma (2006) was conducted in India; it aimed to identify the level of the emotional stability and emotional intelligence of the visually-impaired students and their relationship with their school habits. The sample of the study consisted of (60) secondary school students who were visually impaired; the sample was randomly chosen. To achieve the objectives of the study, Attri and Rai (2013) scale for the emotional stability of children and (Brown & Holtzman's) scale that was developed to the Indian environment were used. The results of the study revealed that the level of emotional stability among the visually-impaired students was medium and there was a statistically significant positive effect in terms of the high level of emotional stability among the visually-impaired on their positive habits.

The study of Austin (2006) aimed to identify emotional intelligence, personality, life satisfaction, social participation, social support, and its relationship to happiness and mental health. The study sample consisted of 500 Canadian and 204 Scottish students on whom the emotional intelligence scale, emotional participation, life satisfaction, social support, and public health were applied. The results showed that there was a positive relationship between emotional intelligence and the quality and size of the social relations, life satisfaction, and positive health and there were significant differences between the emotional intelligence, emotional participation and communication skills. Individuals with high intelligence can feel more in control of their ideas and more successful in academic performance and social field.

The study of Dyck, Farugia, Schochet, and Holmes-Brown (2004) was conducted in Canada; it aimed to identify the differences in emotional and social intelligence levels between a sample of hearing-impaired students and a sample of visually-impaired students who were randomly selected from ( 4 ) private schools. The study sample consisted of (49) male and female students with a hearing impairment, (42) male and female students of the visually-impaired students in addition to a third group that is made up of (72) normal male and female students. The members of the study sample of the three groups responded to the scale of emotions distinguishing and the social communication scale. The study showed that there were differences in the level of social and emotional intelligence in favor of normal students compared with the hearing-impaired and visually-impaired students; moreover, there were differences in the level of social and emotional intelligence between hearing-impaired students and visually-impaired students in favor of the latter. After reviewing literature review, we conclude: Even though the previous studies that have been reviewed were applied to hearing-impaired and visually-impaired people, they are still considered normal people but they are derived from the gifts of sight and hearing; they share (with those who can hear and see) emotions, interpersonal traits, emotions and playing social roles. The role is shown by the previous studies regarding the relation of the emotional intelligence and its success in the individual's life in all psychological, physical and social aspects, the negative impact caused by the weakness of emotional intelligence of individuals and the negative psychological and social compatibility, interpersonally disorders and depression would contribute to highlighting the problem of the current study and the need to focus on the importance of the emotional intelligence for people with visual and hearing impairment. It was clear that the previous studies paid attention to the structure of the emotional and social intelligence for the special and normal categories such as the study of Diaz and Garcia (2018) and Al-Khawaja (2013) there were studies related to emotional and social intelligence of visually and hearing impairment like the study of Eniola. and Busari (2014);Yasin et al. (2012); Mirzaei and Saeedi (2013); Kumar and Singh (2013); Haghighatzade (2012); Deluzio et al. (2011); Vogel-Walcutt et al. (2011); Chan (2008); Al-Ajami (2006); Sharma (2006) and Dyck et al. (2004). This study goes in line with the previous studies regarding using the descriptive and analytical approach. This study also makes benefits from these previous studies in preparing the emotional intelligence scale for the students with hearing and visual impairment. This study differs from the previous in terms of identifying the differences in the levels of emotional intelligence among hearing-impaired students and their visually impaired peers in light of the variable of age.

3. Method and Procedures

This section discusses the procedures that were followed to reach the results of the study. It includes the study methodology that the researcher follows, the study and sample community, the study tool, the validity and reliability, and variables of the study.

3.1. Methodology

This study is classified as analytical descriptive research as it is based on the study and description of the educational phenomenon as found in real life and expressed in terms of quantity and quality (Al-Jadri & Abu, 2009). This study aims to describe the levels of the emotional intelligence of hearing-impaired students and their visually impaired peers.

3.2. Study Population

The study population consists of all the hearing-impaired students and the visually impaired students enrolled in schools, institutions, and special education centers in Mafraq Governorate, Jordan. The total number of the sample is (198) male and female students chosen from two schools and four private education centers as shown in Table 1.

Table-1. Distribution of the study members of the visually- impaired and hearing-impaired students in Mafraq Directorate of Education.

	Categories	Frequency
Impairment	Hearing	144
	Visual	54
	Total	198

3.3. Study Sample

The sample of the study consisted of all members of the study population including (198) male and female students: 144 hearing-impaired and 54 were visually impaired students. The visually impaired and hearing-impaired students were chosen intentionally by 100%. There were (198) questionnaires distributed, and (192) were returned.

3.4. Study Tool

The researcher built a scale to collect the data of this study; the Emotional Intelligence Scale.

3.4.1. Emotional Intelligence Scale

An emotional intelligence scale consisting of (38) items was developed. The researcher used the 5-point Likert scale as follows: always (5), often (4), sometimes (3), rarely (2), and never (1).

3.4.1.1. Scale Components

This scale was developed through reviewing the theoretical literature on emotional intelligence and its skills, previous studies related to the variables of this study, such as: Al-Khawaja (2013); Al-Milli (2011); Al-Minshawi (2009); Alnawasrah (2008) and Al-Jundi (2006); Mayer, Salovey, and Caruso (2000) and Bar-On (2006).  The scale of emotional intelligence was developed considering those studies. The scale of emotional intelligence, in its initial version, consisted of (48) items that were distributed in four fields: emotional knowledge, emotion regulation, empathy, and social competence.

3.4.1.2. Scale Validity

The initial version of the scale was verified to measure the purpose for which it was prepared through being presented to a group of ten arbitrators with academic and professional expertise in the field of special education psychology and counseling to figure out their opinions about the appropriate items of the domain and their clarity and to receive valuable appropriate notes. An agreement rate of (80%) was adopted as a standard that determines the acceptance of the item. The most important amendments for the emotional intelligence scale were as follows: deleting (10) items from the scale and reformulating some items; so the final version of the scale consists of (38) items in instead of (48) items; they were distributed on four fields according to Table 2.

Table-2. Field and number of items in each field.

Number	Field	Number of items
1.	Emotional knowledge	10
2.	emotion regulation	10
3.	Empathy	9
4.	Social competence	9
Total		38