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The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences.

ABSTRACT: Internalizing problems (depression, anxiety, social anxiety, somatic complaints, post-traumatic symptoms, and obsession-compulsion) are very important in adolescents' development. These problems can be related with people who lack social skills and poorly handle their emotions. This study assessed 1358 secondary education students (12-17?years) to analyze the relationship linking internalizing problems, emotional intelligence, and social skills. The results showed not only how these constructs were related, but how students' internalizing problems varied according to their emotional intelligence and social skills. They also indicated that two in every three males, and just over one in every two females, obtained high scores for internalizing problems. The model showed a good fit: ?2(85)?=?201.161 p?

SUBMITTER: Salavera C

PROVIDER: S-EPMC6966764 | biostudies-literature | 2019 Jan

REPOSITORIES: biostudies-literature

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The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences.

Salavera Carlos C Usán Pablo P Teruel Pilar P

Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS 20190125 1

Internalizing problems (depression, anxiety, social anxiety, somatic complaints, post-traumatic symptoms, and obsession-compulsion) are very important in adolescents' development. These problems can be related with people who lack social skills and poorly handle their emotions. This study assessed 1358 secondary education students (12-17 years) to analyze the relationship linking internalizing problems, emotional intelligence, and social skills. The results showed not only how these constructs w ...[more]

PMID: 32025973

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Project description:A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.

Dataset Information

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences.

Publications

The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: gender differences.

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