Hengameh Monemian - Department of Educational Psychology, Isfahan University, Isfahan, Iran
Ahmad Shabani - Department of Educational Psychology, Isfahan University, Isfahan, Iran

The current research examines the relationship between emotional intelligence and meta-cognition with problem solving skills of junior high school students of smart schools and ordinary schools in Isfahan. The study was descriptive and correlative and its statistical population includes 70,741 students at the junior high schools which were smart and ordinary schools of Isfahan city in the academic year 2015-2016. For this purpose a sample size of 400 students (200 boys and 200 girls) were selected according to Morgan table and random multi-stage cluster sampling. For data collection, Emotional Intelligence Scale of Bradbury and Graves (2005) and Problem Solving Inventory PSI of Heperto Peterson (1982) and MCQ-state students O Neal and Abedi (1996) were used. Data were analyzed by Pearson correlation coefficient and Multiple Regression. The results of Pearson analysis showed a significant and positive correlation in the following six cases. 1. Between emotional intelligence, problem solving and meta-cognition. 2. Between emotional intelligence and problem-solving components except – Avoidance/attitude style .3 - Between emotional intelligence and meta-cognitive components. 4. Between meta-cognitive skills and problem-solving component except attitude – avoidance style. (5) Between components of emotional intelligence and problem-solving skills. (6) Between meta-cognitive skills and emotional intelligence components. Moreover, the results of multiple regression analysis showed that emotional intelligence is a good predictor of problem solving skills and the components of Problem solving confidence (PSC) and personal control (PC). Meanwhile emotional intelligence is a suitable predictor for meta-cognition and meta-cognitive components.

Emotional Intelligence, Meta-Cognition, Problem Solving Skills, Smart And Ordinary Schools