Investigation of emotional intelligence and yakut-moral intelligence characteristics of athletes


DOI:
https://doi.org/10.70736/ijoess.1736Keywords:
Athlete, emotional intelligence, moral intelligenceAbstract
This study aims to evaluate athletes’ emotional intelligence and moral intelligence characteristics and to reveal the impact of these concepts within the sports context. The research employed a quantitative research design using the relational survey model. Convenience sampling was preferred in sample selection, and a total of 456 athletes who voluntarily agreed to participate were included. A “Personal Information Form” was used to collect data on participants’ gender, type of sport, and years of sports experience. In addition, the “Emotional Intelligence Scale” and the “Yakut-Moral Intelligence Scale” were administered to assess participants’ emotional and moral intelligence levels. Since the data met parametric assumptions, Independent Samples t-test was conducted for gender and type of sport variables, while One-Way Analysis of Variance (ANOVA) was used for the years of sports experience variable. Effect sizes were evaluated using Cohen’s d and eta-squared values. To examine the relationship between the variables, Pearson’s Correlation Coefficient analysis was performed. The findings revealed that athletes’ emotional and Yakut-Moral intelligence levels differed according to type of sport and years of sports experience, but did not differ by gender. The discovery of a positive and significant correlation between emotional intelligence and Yakut-Moral intelligence indicates that these two constructs are closely related, and that emotional skills play a supportive role in moral decision-making processes. These results highlight that sports are not only a means of physical development but also an important social domain fostering emotional and moral growth.
References
Arribas-Galarraga, S., Cecchini, J. A., Luis-De-Cos, I., Saies, E., & Luis-De Cos, G. (2019). Influence of emotional intelligence on sport performance in elite canoeist. Journal of Human Sport and Exercise, 15(4), 772–782. https://doi.org/10.14198/jhse.2020.154.05 DOI: https://doi.org/10.14198/jhse.2020.154.05
Bahadır, G., & Adiloğulları, İ. (2020). Spor yapan üniversite öğrencilerinde zihinsel dayanıklılık ile duygusal zekâ arasındaki ilişkinin incelenmesi. International Journal of Sport Exercise and Training Sciences, 6(4), 117–128. https://doi.org/10.18826/useeabd.793760 DOI: https://doi.org/10.18826/useeabd.793760
Barkın, M. K. (2024). Spora bağlılık ve ahlaki zekâ etkileşimi [Yayımlanmamış yüksek lisans tezi]. Mersin Üniversitesi, Eğitim Bilimleri Enstitüsü.
Baştürk, S., & Taştepe, M. (2013). Evren ve örneklem. S. Baştürk (Ed.), Bilimsel araştırma yöntemleri (ss. 129–159). Vize Yayıncılık.
Baymur, F. (1994). Genel psikoloji (11. baskı). İnkılap Kitabevi.
Bayram, N. (2013). Yapısal eşitlik modellemesine giriş: Amos uygulamaları. Ezgi Kitabevi.
Borba, M. (2001). Building moral intelligence: The seven essential virtues that teach kids to do the right thing. Jossey-Bass Publishers.
Börekçi, A. G. (2002). Çalışma ortamlarında duygusal zekâ uygulamaları: Bir örnek [Yayımlanmamış yüksek lisans tezi]. İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü.
Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı (22. baskı). Pegem Akademi.
Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi. DOI: https://doi.org/10.14527/9786053644484
Clarken, R. H. (2010). Considering moral intelligence as part of a holistic education. American Educational Research Association Annual Meeting.
Dalbudak, İ. (2019). 18–20 yaş arası spor yapan ve yapmayan B2 ve B3 görme engelli bireylerin duygusal zekâ ve saldırganlık düzeyleri bakımından incelenmesi [Yayımlanmamış doktora tezi]. Muğla Sıtkı Koçman Üniversitesi, Sağlık Bilimleri Enstitüsü.
Demirci, S. (2020). Spor türünün ahlaki zekâ üzerine etkisi [Yayımlanmamış yüksek lisans tezi]. Hacettepe Üniversitesi.
Dosseville, F., Laborde, S., Guillen, F., & Chaves, E. (2014). Validity of the trait emotional intelligence questionnaire in sports and its links with performance satisfaction. Psychology of Sport and Exercise, 15(5), 481–490. http://doi.org/10.1016/j.psychsport.2014.05.001 DOI: https://doi.org/10.1016/j.psychsport.2014.05.001
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development in early adulthood: A longitudinal study. Developmental Psychology, 42(6), 991–1006. https://psycnet.apa.org/doi/10.1037/0022-3514.82.6.993
Elsayed, A. R., Alharbi, A. M., & Almulhem, F. A. (2024). Moral intelligence and its relationship with professional performance among intellectual education teachers in primary school. International Journal of Instruction, 18(1), 601–618. https://doi.org/10.29333/iji.2025.18133a DOI: https://doi.org/10.29333/iji.2025.18133a
Ergin, F. E. (2000). Üniversite öğrencilerinin sahip oldukları duygusal zekâ düzeyi ile 16 kişilik özelliği arasında ilişki üzerine bir araştırma [Yayımlanmamış yüksek lisans tezi]. Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Goleman, D. (1996). Duygusal zekâ: Neden IQ'dan daha önemlidir (B. S. Yüksel, Çev.). Varlık Yayınları. (Orijinal eser 1995’te yayımlandı)
Greene, J., & Haidt, J. (2002). How (and where) does moral judgment work? Trends in Cognitive Sciences, 6(12), 517–523. DOI: https://doi.org/10.1016/S1364-6613(02)02011-9
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53–60.
Hsu, W. T., Pan, M., Shang, I. W., & Hsiao, C. H. (2022). The influence of integrating moral disengagement minimization strategies into teaching personal and social responsibility on student positive and misbehaviors in physical education. SAGE Open, 12(4). https://doi.org/10.1177/21582440221143359 DOI: https://doi.org/10.1177/21582440221143359
Kavussanu, M., & Boardley, I. D. (2009). The moral disengagement in sport scale. Journal of Sport & Exercise Psychology, 31(2), 245–265. https://doi.org/10.1123/jsep.31.1.97 DOI: https://doi.org/10.1123/jsep.31.1.97
Kayıhan, Ş. N., & Arslan, S. (2016). Duygusal zekâ ölçeği: Bir ölçek uyarlama çalışması. FSM İlmi Araştırmalar İnsan ve Toplum Bilimleri Dergisi, 7, 137–145. DOI: https://doi.org/10.16947/fsmia.238934
Konrad, S., & Claudia, H. (2001). Duygularla güçlenmek (M. Taştan, Çev.). Hayat Yayınevi.
Lee, H., & Kwak, Y. (2012). Development and initial validation of a trait emotional intelligence scale for Korean adults. Asia Pacific Education Review, 13(2), 209–217. http://doi.org/10.1007/s12564-011-9175-8 DOI: https://doi.org/10.1007/s12564-011-9175-8
Lennick, D., & Kiel, F. (2005). Moral intelligence: Enhancing business performance and leadership success (Ş. Alpagut, E. Nal & H. Nal, Çev.). CSA Global Publishing.
Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and transformational leadership style: A gender comparison. Journal of Business and Psychology, 17(3), 387–404. http://doi.org/10.1023/a:1022816409059 DOI: https://doi.org/10.1023/A:1022816409059
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197–215. https://doi.org/10.1207/s15327965pli1503_02 DOI: https://doi.org/10.1207/s15327965pli1503_02
Meo, M. (2019). Membentuk nilai-nilai karakter. Journal Ilmiah Pendidikan Citra Bakti, 6(2), 167–176.
Minazova, Z., Rachkovskaya, N., Muskhanova, I., Lechiyeva, M., & Nasugayeva, A. (2019). Moral education of teenagers at schools. Proceedings of the 5th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2019, 2276–2282. DOI: https://doi.org/10.15405/epsbs.2019.12.04.303
Neha, B. (2022). Study on impact of emotional intelligence on the academic performance of the students with special reference to management students. International Journal of Advanced Research in Science, Communication and Technology, 2(1), 58–63. http://doi.org/10.48175/IJARSCT-7414 DOI: https://doi.org/10.48175/IJARSCT-7414
Olusola, O. I., & Samson, O. (2015). Moral intelligence: An antidote to examination malpractices in Nigerian schools. Universal Journal of Educational Research, 3(1), 32–38. http://doi.org/10.13189/ujer.2015.030105 DOI: https://doi.org/10.13189/ujer.2015.030105
Reiff, H. B., Hatzes, N. M., Bramel, M. H., & Gibbon, T. (2001). The relation of LD and gender with emotional intelligence in college students. Journal of Learning Disabilities, 34(1), 66–78. https://doi.org/10.1177/002221940103400106 DOI: https://doi.org/10.1177/002221940103400106
Salar, B., Hekim, M., & Tokgöz, M. (2012). 15–18 yaş grubu takım ve ferdi spor yapan bireylerin duygusal durumlarının karşılaştırılması. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(6), 123–135.
Saruhan, Ş.C. & A. Özdemirci (2011). Bilim, felsefe ve metodoloji. 2. Baskı. İstanbul: Beta Basım Yayım.
Shrout, M. R., Voelker, D. K., Munro, G. D., & Kubitz, K. A. (2017). Associations between sport participation, goal and sportspersonship orientations, and moral reasoning. Ethics & Behavior, 27(6), 502–518. https://doi.org/10.1080/10508422.2016.1233494 DOI: https://doi.org/10.1080/10508422.2016.1233494
Şen, M. (2023). Duygusal zekâ ve mental dayanıklılık: Bilinçli farkındalık açısından takım sporlarında bir inceleme [Yayımlanmamış yüksek lisans tezi]. Ege Üniversitesi, Sağlık Bilimleri Enstitüsü.
Syafruddin, M. A., Jahrir, A. S., & Yusuf, A. (2022). Peran pendidikan jasmani dan olahraga dalam pembentukan karakter bangsa. Journal Ilmiah STOK Bina Guna Medan, 10(2), 73–83. https://doi.org/10.55081/jsbg.v10i2.692
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
Taşlıyan, M., Hırlak, B., & Harbalıoğlu, M. (2017). Duygusal zekâ, iletişim becerileri ve akademik başarı arasındaki ilişki: Üniversite öğrencilerine bir uygulama. ASSAM Uluslararası Hakemli Dergi, 2(3), 45–58.
Tatlısu, B., Tozoğlu, B., Uçan, İ., & Polat, Ş. (2024). The effect of sports on the expected confidence and Yakut moral intelligence levels of university students. Herkes için Spor ve Rekreasyon Dergisi, 6(4), 440–450. https://doi.org/10.56639/jsar.1552266 DOI: https://doi.org/10.56639/jsar.1552266
Tiyenç, N. N. (2024). Okul sporları müsabakalarına katılan lise öğrencilerinde zihinsel dayanıklılık ile duygusal zekâ arasındaki ilişkinin incelenmesi [Yüksek lisans tezi]. Harran Üniversitesi, Sağlık Bilimleri Enstitüsü.
Van Rooy, D. L., Alonso, A., & Viswevaran, C. (2005). Group differences in emotional intelligence scores: Theoretical and practical implications. Personality and Individual Differences, 38(3), 689–700. https://doi.org/10.1016/j.paid.2004.05.023 DOI: https://doi.org/10.1016/j.paid.2004.05.023
Yakut, S., & Yakut, İ. (2021). Yakut-Ahlaki Zekâ Ölçeği. Uluslararası Sosyal Araştırmalar Dergisi, 14(76), 836–842. DOI: https://doi.org/10.17719/jisr.11502
Yazıcıoğlu, Y., & Erdoğan, S. (2004). SPSS uygulamalı bilimsel araştırma yöntemleri. Detay Yayıncılık.
Zain, A. N., Abd Elghany, M. A., & Al-Hawala, S. M. M. (2025). Building a moral intelligence scale for those who practice individual and group sports activities. Beni-Suef Journal of Physical Education and Sports Sciences, 8(22), 82–103. https://doi.org/10.21608/obsa.2025.421760 DOI: https://doi.org/10.21608/obsa.2025.421760
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal of Eurasia Social Sciences

This work is licensed under a Creative Commons Attribution 4.0 International License.