Abstract
Objectives:To explores emotional intelligence (EI) among Saudi children in basic education programs.Methods:A cross-sectional study design was utilized. A convenience sample of students (n=684) from 10 schools in Saudi Arabia completed the BarOn Emotional Quotient Inventory-Youth Version. Correlation and regression analyses were conducted.Results:Most students (mean 83.2) showed poor emotional and social skills (p<90 EI). Region, income, failing grades, father’s educational level, and working status correlated positively (p<0.05) with EI. Living with parents, mother’s educational level, grade point average, and a lack of health problems were significant predictors of EI.Conclusions:Basic education teachers and families face challenges in incorporating strategies to enhance children’s emotional and social functioning.
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