designing a model of collective identity based on perceived social support with the mediating role of emotional intelligence in students of qom province

Purpose: considering the significance of collective identity in carrying out group and social activities, this study aimed to design a model of collective identity based on perceived social support with the mediating role of emotional intelligence among students.methodology: the present study was applied in objective and descriptive-correlational in method. the research population comprised all undergraduate psychology students of the islamic azad university of qom province in the academic year 2021-2022. the sample size of this study was 500 individuals, selected after reviewing the entry criteria through convenience sampling. data were collected using the collective identity questionnaire (hezarjaribi & lohrasbi, 2011), perceived social support (sherbourne & stewart, 1991), and emotional intelligence (schering, 1996) questionnaires and analyzed using pearson correlation coefficients and structural equation modeling in spss-27 and amos-24 software.findings: the findings showed that collective identity, perceived social support, and emotional intelligence among students had a positive and significant correlation (p<0.01). additionally, the model of collective identity based on perceived social support with the mediating role of emotional intelligence in self-efficacy among students had an appropriate fit. in this model, the variable of perceived social support had a direct and significant effect on emotional intelligence and students’ collective identity, and the variable of emotional intelligence had a direct and significant effect on their collective identity. perceived social support with the mediating role of emotional intelligence had an indirect and significant effect on students’ collective identity (p<0.001).conclusion: according to the results of the present research, counselors and psychologists can improve collective identity among students by enhancing their perceived social support and emotional intelligence through educational workshops.