Relation between perceived emotional intelligence and social factors in the educational context of Brazilian adolescents

Abstract

Background: The study of emotional intelligence (EI), demographics, and family factors of adolescent high school students allows us to appraise adolescents' skills for their academic and vocational training. The objectives of the study focus on whether there is any relationship between context variables such as gender, age of parents, or work activity, and self-perception of emotional intelligence. Methodology: This study sampled 11.370 participants, aged between 12 and 17 years, in the 7th and 9th years of fundamental education, and the 3rd year of upper secondary education. Data from this study comes from students enrolled in the SESI schools of the City of Sao Paulo. To examine the data, we applied the TMMS-24 test to statistical analysis where gender relates to the three dimensions of perceived emotional intelligence (PEI): attention, clarity, and emotional repair. Results: The results obtained allow us to show how teenagers are perceived with respect to three dimensions: attention, clarity and emotional repair, and thereby extrapolating the need to continue the promotion of emotional education in schools. Conclusions: Our findings suggest that the application of the Brazilian version of the TMMS-24 in training programs in PEI must consider a whole series of sociocultural aspects. These aspects should start with a series of initial measures that allow for the perceptions of participants to be observed, and to extend onward to influence the willingness of the beneficiaries to participate in this type of intervention. Provided the intervention is anchored in a solid theoretical base, and executed under a rigorous study, its efficacy can be verified.

Stress, Emotional Intelligence and the Intention to Use Cannabis in Spanish Adolescents: Influence of COVID-19 Confinement

“…Research indicates how EI skills develop with age. In relation to gender differences, our results are consistent with those reported in previous studies in which women obtain higher EI scores than men (Billings et al, 2014), specifically in the attention dimension (Martínez-Marín and Martínez-Marín and Martínez, 2019;Veytia López et al, 2019;Vaquero-Diego et al, 2020), while men have higher scores for the clarity component. One of the key characteristics of emotionally intelligent people is that they are experts at regulating their emotions and maintaining the quality of their performance during periods of severe stress (Orak et al, 2016).…”

Emotional intelligence as a structure-forming component of the future teacher’s psychological culture

“…Teachers who have the ability to empathize are able to interact with other people's experiences, tune in to a wide range of emotional signals. [7,8]. This personal quality allows you to build productive relationships, navigate and adapt in society, regardless of situational patterns.…”

La inteligencia emocional en educación militar

“…Por tanto, los niveles de Ie en universitarios predicen las notas obtenidas al finalizar el año lectivo (Extremera & Fernández, 2004). Para realizar este tipo de estudios, Vaquero et al (2020) recomiendan tener en cuenta los aspectos socioculturales, los cuales permiten no solo observar percepciones, sino también incidir en la disposición de los participantes.…”