Parental Emotional Intelligence Research Articles

Parental Influence on Children's Social and Emotional Intelligence: A Gender-Differentiated Analysis

The social and emotional intelligence of children, although it also assumes an innate component, is mainly formed in the family context, this being shaped by the behaviour of the parents and the parenting style. This aspect is relevant for a better understanding of how parents and the family can contribute to the development of this ability among children, which has proven to be vital in many areas of their quality of life. The purpose of the current study is to investigate the relationship between the social and emotional intelligence of parents and that of children, both at a general level and differentiated by gender, respectively of mothers and fathers. The research sample consisted of 575 subjects, respectively 214 mothers, 166 fathers and 195 children. We used the IPIP social-emotional intelligence scale for adults and Bar-On Youth Social-Emotional Intelligence Inventory for children. The results indicate a negative correlation (r=-0.01), but insignificant, between the level of socio-emotional intelligence of parents and children, but a positive and significant correlation between the level of socio-emotional intelligence of mothers and that of children (r=0.52, and p=0.002). As for fathers, we obtained a positive, but insignificant correlation between the two variables (r=0.21, p=0.30>0.002).Article’s history: Received 21st of October, 2023; Received in revised form 15th of November, 2023; Accepted 21st of November, 2023; Published as article in Volume I, Issue 1, 2023. Copyright© 2023 The Author(s). This article is distributed under the terms of the license CC-BY 4.0., which permits any further distribution in any medium, provided the original work is properly cited.Keywords: social intelligence, emotional intelligence, parent-child relationship, gender differences, family context, psychosocial development.

Emotional intelligence of parents and academic performance of children in virtual platforms of the first grade of primary school in a private educational institution Sede Tacna AF 2021

El presente trabajo de investigación tuvo como finalidad determinar que existe relación entre la inteligencia emocional de los padres de familia y el rendimiento académico de los niños del primer grado de una institución educativa privada sede Tacna AF 2021, presentando resultados objetivos que arribaron en conclusiones que permitirán sentar las bases para afrontar en caso hubiese, otras etapas de confinamiento. En cuanto a la metodología esta investigación es de tipo básica, de nivel cuantitativo y diseño no experimental, relacional transversal. Se aplicó una encuesta censal donde se evidencia la influencia de la inteligencia emocional sobre el rendimiento académico. Del total de 64 padres de familia de niños que emplearon plataformas virtuales se evidenció que el 91.00% de ellos, con una aplicación adecuada de la inteligencia emocional, conllevaron al mejor rendimiento académico obteniendo logro destacado de los niños del primer grado y siendo el otro 9% quienes alcanzaron el nivel de logro esperado con un 0% de niños con nivel en proceso y en inicio. Con estos resultados se puede afirmar que la inteligencia emocional de padres de familia tiene influencia significativa en el rendimiento académico de niños en plataformas virtuales del primer grado de primaria de una institución educativa privada – sede Tacna AF 2021, logrando un 100% de logro destacado y esperado en esta etapa formativa.

The emotional intelligence of today's parents - influences on parenting style and parental competence.

The emotional intelligence of parents and parental competence become two premises of effective parenting. This study contributes to the understanding of how parents' emotional intelligence exerts its effect on both their parenting style and parenting competence. The present research also sought to identify the factors that determine the level of parental competence. The research method used is the questionnaire-based survey. The research sample, represented by 610 respondents, was determined by the sampling strategy based on convenience, respectively by the snowball method. The results indicated that the emotional intelligence of parents is associated with an increased level of parental competence (r = 0.24, p < 0.001), and 15% of the variability of parental competence is determined by the level of parental emotional intelligence (R = 0.38, p < 0.00, R2 = 0.15). It was demonstrated that 6% of the variability of parental competence is determined by the level of parents' self-esteem (R = 0.24, p < 0.001, R2 = 0.06). The emotional intelligence and self-esteem of the parents contribute to the development of a high level of parental competence, while the level of education of the respondents according to this research partially influences the development of parental competence. Despite the fact that a high educational level of parents is assumed to give them access to quality information, the Barnum effect is experienced regardless of educational level. According to the field of parenting, the Barnum effect refers to consulting non-scientifically validated sources and trusting information that responds to parents' wishes, but not to children's educational needs.These results highlight the role of parents' emotional intelligence on the growth and education of children, but also the usefulness of training programs in the field of parenting with the aim of training parents in the necessary skills for effective parenting.

COVID-19 Stress in Relation to Parent Emotional Intelligence and Child Mental Health among a Canadian Sample

Due to the unprecedented nature of COVID-19, more studies are needed to examine how parents and children are impacted by the pandemic, and more specifically the role of parental Emotional Intelligence (EI) in the link between COVID-19 stressors and child mental health outcomes. This cross-sectional study investigated the relationships between COVID-19 stressors, parental EI, and child anxiety and depression outcomes. Fifty parents (mean age = 41.98 years; 88% mothers) of children between the ages of 8-11 years old (mean age = 9.46 years; 74% boys) completed online questionnaires assessing COVID-19 stress, parental EI, and child anxiety and depression symptoms. Although no significant results were found between parent COVID-19 stress, parent EI, and child depression symptoms, the results suggest that parental COVID-19 stress was related to child anxiety. Exploratory analyses were conducted examining specific domains of COVID-19 stress, parental EI, and child anxiety and depression symptoms. Findings indicate the resilience of child mood and parental EI to COVID-19 stress among this sample, as well as child anxiety being a potential area of risk during the pandemic. Knowledge of these associations gives insight into areas to prioritize for mental health clinicians in assessment and intervention.&#x0D; &#x0D; Public significance statement: There is a need for more research on parent and child psychological outcomes during COVID-19. This study suggests an association specifically between parental COVID-19 stress and child anxiety, and not with child depressive symptoms. Findings help with better understanding the experiences of families during COVID-19.

Inteligencja emocjonalna rodziców a ich reakcje na niepłynność mówienia dziecka

&lt;b&gt;Wprowadzenie.&lt;/b&gt; Reakcje na niepłynność mówienia dziecka występujące u matki i ojca są prawdopodobnie zróżnicowane. Ponadto pojawia się pytanie: Jakie czynniki je kształtują? &lt;b&gt;Cel.&lt;/b&gt; Celem badania było porównanie reakcji matek i ojców na niepłynność mówienia dziecka, ocena inteligencji emocjonalnej rodziców jąkających się dzieci oraz ustalenie związku między inteligencją emocjonalną rodziców a ich reakcjami na niepłynność mówienia dziecka. &lt;b&gt;Materiał i metoda.&lt;/b&gt; W badaniu wzięło udział trzydzieści matek i trzydziestu ojców jąkających się dzieci w wieku 3-6 lat (w tym dwudziestu dwóch chłopców i ośmiu dziewczynek). &lt;b&gt;Wyniki.&lt;/b&gt; Reakcje matek i ojców na niepłynność mowy dziecka są podobne, natomiast nasilenie reakcji emocjonalnych wobec synów było istotnie statystycznie wyższe (p &lt; 0,05) u matek niż u ojców. Zarówno ogólny poziom inteligencji emocjonalnej, jak i poziomy dla poszczególnych skal były istotnie statystycznie wyższe u matek. Stwierdzono pozytywny związek o średniej sile pomiędzy zdolnością do empatii a skalą poznawczą oraz pomiędzy zdolnością do kontrolowania własnych emocji a skalą behawioralną matek. U ojców zaobserwowano pozytywny związek o średniej sile między zdolnością do empatii a skalą emocjonalną. Wnioski. Poziom inteligencji emocjonalnej wydaje się być czynnikiem kształtującym reakcje rodziców na niepłynność mówienia u dzieci.

Does Digital Media Use Harm Children’s Emotional Intelligence? A Parental Perspective

Emotional intelligence (EI) is comprised of a set of critical life skills that develop, in part, through practice in social interaction. As such, some have expressed concern that the heavy screen media diet of today’s youth threatens the development of those crucial abilities. This research assesses how the media diet of children and the media use of their parents relates to child EI levels to assess what, if any, specific patterns exist. Four hundred parents of children aged 5–12 reported on, among other variables, their child’s EI, empathy, and emotional regulation skills along with their child’s various digital and non-digital media use, and non-media activities. Parental EI, screen use, media emotional mediation, and media co-use with their children were also assessed. Analyses revealed no significant relationships between child EI and screen use of any kind, though reading positively associated with child EI. Especially interesting, children whose parents used their mobile device more frequently in the presence of their child had lower EI, and parents who engaged in emotional mediation around their child’s media use reported higher EI levels in their children. These findings suggest that concerns about children’s digital media usage are perhaps overblown in terms of impeding emotional skill development. Further, and especially critical, parents’ own media-related behaviors around their children could have significant impact on child EI development.

Ability emotional intelligence in parents and their offspring

This study aimed to contribute towards understanding the extent to which the emotional intelligence (EI), measured as an ability, of biological mothers and fathers was associated with the global EI of their offspring as young adults using a performance test of ability EI: the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). These questions were assessed using a cross-sectional sample (total N = 333), which was composed of 111 biological parents (111 mothers and 111 fathers) aged between 37 and 73 years (M = 51.26; SD = 5.91), and 111 offspring (54 men and 57 women) aged between 18 and 45 years (M = 22.56; SD = 3.26). There is an intergenerational gap between parents and offspring, with offspring having higher scores in EI than their fathers and mothers. The EI of parents was associated with that of their offspring, although the link with maternal EI was greater than the link with paternal EI, even controlling for certain demographic covariates such as the gender of the offspring. Moreover, the EI of fathers has an effect on the EI of their offspring especially when the EI of the mothers was low. These findings suggest that parental EI — particularly that of the mother — was significantly associated with the ability EI of their offspring during the lifespan.

Parental Styles and Parental Emotional Intelligence as Predictors of Challenging Behavior Problems Among Children in Israel

This study examined whether two facets of preschool children’s home environment, parenting style and parental emotional intelligence, may be risk factors for challenging behaviors among kindergarten children in Arab society in Israel. The author sampled 524 parents of children ages 4 to 5 years who completed questionnaires about their parenting style, emotional intelligence, and their child’s behavior. Teachers also reported on the children’s challenging behaviors to increase reliability. The findings revealed that authoritarian (high demandingness, low warmth) and uninvolved (low demandingness, low warmth) parenting styles and low parental emotional intelligence were associated with greater challenging behaviors in children (both parent and teacher reports). Notably, authoritative (high demandingness, high warmth) parenting style was related to fewer challenging behaviors in children, suggesting that this may be a protective factor for children. The findings broadly parallel prior research across cultures.

The Relation Between the Emotional Intelligence of Parents and Children

This study aims to establish the relationship between the level of emotional intelligence of the children and that of their parents. We hypothesized that there is a direct correlation between the level of emotional development of children and parents. Two samples, one with 20 children and other with 20 parents participated in the study. The research was carried out during one school semester. Data were collected using an emotional intelligence test for parents and an observation grid for children. Our results confirm the hypothesis and highlight the relation between the emotional intelligence of parents and children.

Role of Parental Emotional Intelligence and Perceived Parental Leadership Behaviour on Satisfaction with Parent

Background: Parental handling is an important element in promotion of positive mental health in adolescents. The Emotional Intelligence of parents and their parenting style are critical elements governing the nature of parent-child dyadic relationships. Aim: This study examined the role of Emotional Intelligence (EI) of parents and Perceived Parental Leadership Behaviour on adolescents’ degree of satisfaction with parents.Method: Data was collected from 200 working parent and their adolescent off-springs wherein, parents completed the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) and the adolescents were administered the Multifactor Leadership Questionnaire (MLQ), and Adolescent Family life Satisfaction Index; Parent subscale. Results: Overall EI of parents showed a significant positive correlation (r=0.19, p<0.01) with adolescents’ satisfaction scores. A significant positive correlation was seen between Satisfactions scores and all the Transformational aspects (r score ranging from 0.46 to 0.35, p<0.01) as well as Contingency Reward (r= 0.35, p<.01). Multiple regressions analysis results led to emergence of Intellectual Stimulation (β = .21, ΔR2= 0.21, p<.01), Individualized Consideration (β = .18, ΔR2= 0.28, p<.01) and Idealized Influence (β = .16, ΔR2= 0.29, p<.01) as a positive predictors of parental satisfaction. Laissez-Faire Leadership (β = -.15, ΔR2= 0.25, p<.01) and Managementby Exception-Passive (β = -.14,ΔR2= 0.31, p<.01) emerged as negative predictors. Emotional Intelligence failed to emerge as a predictor of satisfaction scores. Conclusion: While EI has been upheld as an important trait that boosts interpersonal relationships, Parental Leadership style seem to have a greater impact on adolescent’s satisfaction with parents. The findings hold significant implications for Parental Skills enhancement endeavours.

Hubungan Pola Asuh Demokratis Dan Kecerdasan Emosi Dengan Perilaku Prososial Pada Remaja

Abstract. This study aims to examine the relationship of democratic parenting style and emotional intelligence and pro social behaviors in adolescents, especially in Cita Hati junior high school Surabaya. Sampling technique in this study is a simple proportional random sampling technique. Researchers determined by drawing samples taken 2 classes at each level (2 classes of grade 7 and 2 classes of grade 8) and obtained the number of students 96. Based on the regression analysis using SPSS 20, it is found F = 111.993 at p = 0.000 (p &lt;0,01). It can be concluded that the variables jointly democratic parenting style and emotional intelligence significantly correlated with pro social behavior variable. Effective contribution of these two variables X to Y is shown on the price of R2 = 0.707, which means democratic parenting variables and emotional intelligence together an impact of 70.7% on pro social behavior. Partially, the result of statistical calculations showed prices at t = 5.965 p = 0.000 (p &lt;0.05) for the correlation between democratic parenting variables with pro social behavior. Price at t = 2.961 p = 0.008 (p &lt;0.05) for the correlation between emotional intelligence variables with pro social behavior, that is to say, in partial democratic parenting emotional intelligence variables correlated and also correlated significantly with pro social behavior.           Keywords: Democratic Parenting, Emotional Intelligence, Pro social Behavior.