Odgojne znanosti, Vol. 10 No. 2 (16), 2008.
Izvorni znanstveni članak
RELATIONSHIP BETWEEN EMOTIONAL LITERACY AND PUPILS’ BEHAVIOUR
Vesna Buljubašić-Kuzmanović
orcid.org/0000-0003-0039-0697
; Sveučilište u Osijeku, Filozofski fakultet
Sažetak
This paper presents the results of a study conducted on a
sample of 289 pupils from the 3rd to 8th grades of a primary school in Osijek. The aim of the study was to examine whether there is a link between the quality of a child’s emotional literacy and the quality of behaviour, and which desirable (benefi cial) and undesirable (detrimental) confl ict resolution strategies the pupils use, taking into account the educational implications of age and gender. The results show that pupils evaluate their behaviour in a more desirable manner than their emotional literacy, and that there is a statistically significant link (fi =0.43) between the quality of emotional literacy and behaviour, i.e. the way in which children express their emotions and the kind of control mechanism they have related to their social functioning performance. Girls have an overall more desirable self-evaluation than boys in all the research variables, but the difference proved statistically significant in the 7th and 8th grade. The qualitative analysis showed that 25% to 70% of pupils, depending on the difficulty of circumstances and age, opt for detrimental conflict resolution strategies which are manifested as helplessness or wrong attitudes and beliefs. Half of the pupils examined have difficulty dealing with anger, violence, feelings of
guilt and accepting differences, and as many as two-thirds show a lack of understanding of the terms justice and fairness, i.e. truthfulness and integrity.
Ključne riječi
pupils; emotional literacy; beneficial and detrimental behaviour
Hrčak ID:
29571
URI
Datum izdavanja:
28.11.2008.
Posjeta: 4.137 *