The difference in emotional intelligence in relation to levels of maltreatment of Jordanian secondary school students

Jehan Wadiea Mattar

doi:10.1080/02673843.2017.1292926

Abstract

The purpose of this study is to examine the relationship between maltreatment (psychological and neglect) and emotional intelligence among 163 Jordanian students in seventh grade. Two measurements were applied: The Maltreatment and Neglect Scale and The BarOn Quotient Inventory scale. The study results revealed a statistically significant inverse relationship between emotional intelligence and maltreatment. Students subjected to high levels of maltreatment scored lower means in emotional intelligence, and students subjected to low levels of maltreatment scored higher means in emotional intelligence. The emotional intelligence domains included intrapersonal skills, interpersonal skills, stress management and adaptability. The results showed statistically significant differences for all domains except intrapersonal skills. Furthermore, the results revealed no statistically significant differences in emotional intelligence of those maltreated attributed to students’ gender. Finally, there were statistically significant differences in emotional intelligence which were attributed to the type of maltreatment in favour of neglect.

Highlights

Exposure to anger or conflict in family environments has emotional consequences for children, especially when these verbal or physical conflicts remain unresolved
The results indicated that there is a relationship between emotional intelligence and maltreatment
Students who were subjected to high levels of maltreatment scored lower means in emotional intelligence (50.01), and students who were subjected to low levels of maltreatment scored higher means in emotional intelligence (55.87)

Summary

Introduction

Exposure to anger or conflict in family environments has emotional consequences for children, especially when these verbal or physical conflicts remain unresolved. Research shows that when children are present in these environments, they feel a variety of emotions ranging from anger, to sadness, anxiety, shame and guilt (Cummings, Simpson, & Wilson, 1993; Cummings, Vogel, Cummings, & El-Sheikh, 1989). Emotional maltreatment within the family environment has a large impact on children’s emotional well-being. Psychological or emotional maltreatment is defined as acts, other than physical or sexual abuse, which can or do lead to conduct, cognitive, affective and other mental disorders. Maltreated children have various problems in recognizing emotions. Maltreated children are more likely to be emotionally constricted in situations in which negative emotional expressions are contextually appropriate (Maughan & Cicchetti, 2002)

Results

Discussion

Conclusion