Emotional intelligence and adolescence: perception, understanding, and regulation of emotions
DOI:
https://doi.org/10.7179/PSRI_2023.43.11Keywords:
emotional intelligence, TMMS-24, Secondary Education, emotional education, emotionsAbstract
Emotional education should be recognized as an ongoing educational process aimed at cultivating emotional skills that enable individuals to thrive in society, thus contributing to their personal and social well-being. Traditionally, educational institutions have focused primarily on knowledge transmission and cognitive development, often neglecting the emotional aspects of students. However, learning processes are inherently social, relying on interpersonal interactions and the comprehension and internalization of emotions. This research aims to examine how adolescents in Secondary Education perceive, understand, and regulate their emotions, while also assessing the influence of gender, age, and educational context. The Trait Meta Mood Scale-24 (TMMS-24) was administered to a sample of 528 students enrolled in the second cycle of Compulsory Secondary Education (3rd and 4th year) in public schools in the province of Seville, Spain. Employing an ex post facto, quantitative, cross-sectional, and descriptive design, this study found that a majority of the surveyed adolescents exhibit emotional awareness by attentively analyzing their emotions. Moreover, gender was identified as a variable of significance in the analysis of results. Furthermore, the age of the participants was found to impact how emotions are perceived, understood, and regulated. Lastly, the educational context in which students are situated was highlighted as a significant factor influencing the study’s outcomes.
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