Izvorni znanstveni članak
SOME EMOTIONAL INTELLIGENCE COMPONENTS, SCHOOL PERFORMANCE, PRO-SOCIAL AND AGGRESSIVE PUPILS` BEHAVIOUR IN PRIMARY SCHOOL
Zdenka Brebrić
; 1. osnovna škola Bjelovar, Bjelovar
Sažetak
The main goal of this longitudinal study is to examine the connection and the effect of emotional intelligence through the component of delaying gratification and recognising emotions at the age of six/seven with aggressive and prosocial behaviour and with school performance four years after the beginning of the study. Gender differences were also studied in terms of delaying gratification, recognising emotions and in pro-social and aggressive behaviour. The research was conducted in the school year 2000/2001 on a sample of 120 pupils, just before they started the first form of primary education, and at the end of the fourth form in 2004/2005. The assessments of aggressive and pro-social behaviour were given by the six class teachers of these pupils. The total results show that the more successful recognition of emotions at the beginning of schooling results in better school performance. The successful delay of gratification at six years of age results in more prominent pro-social, less prominent total aggressive behaviour, and better school performance in the subjects of Croatian and maths four years later. In terms of gender differences, girls are less inclined to be aggressive and more inclined to pro-social behaviour than boys. They are also more successful in delaying gratification. Statistically significant gender differences in recognising emotions were not confirmed.
Ključne riječi
emotional intelligence; delay of gratification; recognising emotions; school performance; aggressive and pro-social behaviour
Hrčak ID:
82742
URI
Datum izdavanja:
30.11.2008.
Posjeta: 6.525 *