Alle Publikationen
- <<
- <
- 1
2008
-
(2008): Emotional intelligence and social skills in adolescents with high social acceptance. In: Electronic Journal of Research in Educational Psychology 6 (2), S. 319-338
Abstract: Introduction: Adolescence is a critical period for individual and social development in which youngsters face different situations that involve their Emotional Intelligence and social skills. One of the most significant challenges for the adolescent is social acceptance, expressed through popularity, indifference or rejection from peers. In social acceptance it is important to know the role of Emotional Intelligence and social skills, thus helping to clarify lines of action in intervention programs with socially weak adolescents. Method: Using BArOn EQ-i:YV, emotional intelligence was evaluated for a group of 62 adolescents with high social acceptance (average age 13). These were selected by partner nominations. Similarly, 331 students from natural groups, not identified by their degree of social acceptance, were also evaluated. Gismero's scale (2002) was used to evaluate their social skills. Results: Statistical analyses of the variables showed significant differences in emotional intelligence (self-report measure) in favor of the higher social acceptance group as compared to the natural group. In the former group, lower scores were found for several social skills, with the request-making skill being lowest. In the same way, statistically significant correlations were found among several factors from BarOn's test and from the social skills scale. Discussion: The high emotional intelligence scores of students in the higher social acceptance group are congruent with theoretical models and with results from other studies. Significant statistical correlations were found among the EI factors and social skills that showed a partial relationship between these constructs; however, the low scores in the area of social skills observed in adolescents with higher social acceptance uncover an opportunity for developing such skills with them, since these skills represent learned, situational and contextualized behaviors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
- <<
- <
- 1