Emotional Intelligence in Secondary School Students
DOI:
https://doi.org/10.37886/ruo.2020.018Keywords:
emotional intelligence, adolescence, models of emotional intelligence, communication, interpersonal relationshipsAbstract
Research Question (RQ): Is there any statistically significant difference between secondary school students, attending different year classes, in terms of well-being, communication and classroom relationships by incorporating emotional intelligence into everyday situations?
Purpose: The purpose of the research was to conduct an analysis among secondary school students of one of the secondary schools and to establish their experience of emotional intelligence. Students had the opportunity to be educated about emotional intelligence during preventive workshops over the past month.
Method: For the purpose of the research, we conducted a quantitative analysis among randomly selected secondary school students who participated in the research voluntarily.
Results: Based on all the obtained results, we concluded that students in higher year classes were more emotionally intelligent, which contributed to better communication with each other, better relationship and well-being in the classroom.
Society: The research considered the perception of emotional intelligence among young people as an opportunity for conducting potential preventive workshops, lectures and exercises both preventively and with the inclusion of content in the regular curriculum.
Organization: Through a systematic review of the research and a review of the scientific literature in the field of emotional intelligence and adolescence, we concluded that secondary school students were familiar with this type of content and would like to include it in the study content.
Limitations / further research: The research among secondary school students of one school cannot be generalized to the entire population of secondary school students. The study also lacked year 4 students, which were represented in the minority, since Novo mesto School Center has predominantly vocational education programs, which constitute of only three years of education. Further research will follow among secondary school teachers, namely on their knowledge and use of emotional intelligence in teaching.
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