Abstract
BackgroundThe 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.MethodologyThis 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.ResultsThe 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.ConclusionsOur 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.
Highlights
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
Our findings suggest that the application of the Brazilian version of the TMMS-24 in training programs in perceived emotional intelligence (PEI) must consider a whole series of sociocultural aspects
The first, models based on the processing of emotional information, facilitating the use of our own emotions for the management of a more intelligent thinking and its more effective reasoning; from which EI is conceived as the ability to perceive, understand, manage, and regulate emotions, both their own and those of others such as with Mayer (1997) (Fig. 1), and second, the so-called mixed based on Vaquero-Diego et al Psicologia: Reflexão e Crítica personality traits such as the Bar-On models (2000) that describe a cross-section of interrelated socio-emotional competencies, as well as the skills and facilitators that would affect intelligent behavior (Fernández-Berrocal and Pacheco, 2005; Goleman, 1996; Pena Garrido & Repetto Talavera, 2017)
Summary
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 first, models based on the processing of emotional information, facilitating the use of our own emotions for the management of a more intelligent thinking and its more effective reasoning; from which EI is conceived as the ability to perceive, understand, manage, and regulate emotions, both their own and those of others such as with Mayer (1997) (Fig. 1), and second, the so-called mixed based on Vaquero-Diego et al Psicologia: Reflexão e Crítica personality traits such as the Bar-On models (2000) that describe a cross-section of interrelated socio-emotional competencies, as well as the skills and facilitators that would affect intelligent behavior (Fernández-Berrocal and Pacheco, 2005; Goleman, 1996; Pena Garrido & Repetto Talavera, 2017) These authors statement that EI was conceived as a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and others, the effective regulation of emotion in self and others and the use of feelings to motivate, plan and achieve in one's life (Salovey and Mayer, 1990). This model of Mayer and Salovey contemplates four capacities: one, perception and expression of emotions; two, emotional facilitation of thought; three, understanding and analyzing emotional information; and four, the regulation of emotions
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