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Publication
Estudo exploratório da inteligência emocional em adolescentes
Advisor(s)
Abstract(s)
O presente estudo teve como principal objectivo estudar a Inteligência Emocional numa
amostra de adolescentes com idades compreendidas entre os 14 e os 18 anos. Pretendeu-se
averiguar a existência de correlações entre a Inteligência Emocional, a idade, o género, o
número de retenções vs nenhuma retenção escolar, a inteligência geral, o ser aluno dos Cursos
Educação e Formação vs. alunos do Ensino Regular, o auto – conceito e o estatuto sócio
económico.
Para concretizar o objectivo, usou-se o Emotional Intelligence Scale (EIS), as Matrizes
Progressivas de Raven (SPM), a Escala de Auto-Conceito de Song & Hattie e a Classificação
Social Internacional de Graffar. As restantes variáveis foram obtidas mediante preenchimento
de dados colocados no início dos instrumentos atrás mencionados.
Como principais resultados obteve-se uma correlação não significativa entre a Inteligência
Emocional e a idade e o género, grupo (ser aluno dos CEF vs do ensino regular), o número de
retenções vs. nenhuma retenção a inteligência geral e o estatuto sócio económico (verificou-se
no entanto que estas três últimas variáveis relacionam-se entre si). A Inteligência Emocional
mostrou-se então correlacionada unicamente com a variável Auto-Conceito.
ABSTRACT: The main objective of this study is to analyse Emotional Intelligence within a sample of adolescents of ages ranging between 14 and 18 years old. It is aimed to examine the existence of the correlation between Emotional Intelligence, age, gender, the number of school retentions vs. no school retentions, general intelligence and the fact of being a student of Educational and Training Courses (CEF) vs. students of Regular Education, self-concept and social-economic status. To attain this objective, the Emotional Intelligence Scale (EIS), the Standard Progressive Methods (SPM), the Song & Hattie Self-Concept Scale and the Graffar International Social Classification were used. The remaining variants were obtained through the filling in of data placed at the beginning of the above mentioned instruments. The main result obtained was an insignificant correlation between Emotional Intelligence, age. gender, group (a student of the CEF vs. a student of normal education), the number of retentions vs. no retentions, general intelligence and the social-economic status (however, it was verified that the last three variants are related among themselves). Emotional Intelligence is therefore solely correlated with the variant Self-Concept.
ABSTRACT: The main objective of this study is to analyse Emotional Intelligence within a sample of adolescents of ages ranging between 14 and 18 years old. It is aimed to examine the existence of the correlation between Emotional Intelligence, age, gender, the number of school retentions vs. no school retentions, general intelligence and the fact of being a student of Educational and Training Courses (CEF) vs. students of Regular Education, self-concept and social-economic status. To attain this objective, the Emotional Intelligence Scale (EIS), the Standard Progressive Methods (SPM), the Song & Hattie Self-Concept Scale and the Graffar International Social Classification were used. The remaining variants were obtained through the filling in of data placed at the beginning of the above mentioned instruments. The main result obtained was an insignificant correlation between Emotional Intelligence, age. gender, group (a student of the CEF vs. a student of normal education), the number of retentions vs. no retentions, general intelligence and the social-economic status (however, it was verified that the last three variants are related among themselves). Emotional Intelligence is therefore solely correlated with the variant Self-Concept.
Description
Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada
Keywords
Inteligência emocional Adolescentes Inteligência geral Retenção escolar Auto–conceito Estatuto sócio–económico Emotional intelligence Adolescents General intelligence School retention Self-concept Social-economic status