The relationship between emotional intelligence and aggressive behaviour among adolescents

Konstrukt emocionalne inteligencije definiran je kao „sposobnost točnog opažanja, procjene i izražavanja emocija; sposobnost pristupu i / ili stvaranju osjećaja koji olakšavaju mišljenje; sposobnost razumijevanja osjećaja i emocionalnog znanja; i sposobnost regulacije emocija za promicanje emocionalnog i intelektualnog rasta“ (Mayer i Salovey, 1997). Nadalje, ljudska agresija je svako ponašanje usmjereno prema drugom pojedincu koje je izvedeno s direktnom (indirektnom) namjerom da nanese štetu. Pored toga, počinitelj mora vjerovati da će ponašanje naštetiti cilju i da je žrtva motivirana izbjeći ponašanje (Anderson i Bushman, 2002). Garcia-Sancho i sur. (2014.) sustavnim pregledom radova pronašli su snažne dokaze koji ukazuju na to da su emocionalna inteligencija i agresivno ponašanje negativno povezani. Osamnaest od devetnaest identificiranih istraživanja pokazalo je da su ljudi s visokom emocionalnom inteligencijom pokazali manje agresivno ponašanje od onih sa slabom emocionalnom inteligencijom, s tim da su odnosi moderirani dobi, spolom i kulturom. Cilj provedenog istraživanja bio je istražiti odnos između emocionalne inteligencije i agresivnog ponašanja i ispitati spolne razlike u emocionalnoj inteligenciji dječaka i djevojčica viših razreda osnovne škole. U istraživanju je uključeno 186 sudionika, u dobi od 12 do 15 godina, a korišteni su Upitnik emocionalne kompetentnosti, Test razumijevanja emocija te Skala agresivnosti za djecu i adolescente. Analiza rezultata otkrila je značajnu negativnu povezanost između mjera emocionalne inteligencije te mjere agresivnog ponašanja na razini grupe i kod grupa djevojčica i dječaka, dok su razlike u spolu utvrđene za mjeru emocionalne inteligencije koja se odnosila na razumijevanje emocija (djevojčice su imale više bodova) te na imenovanje i izražavanje (dječaci su bili kompetentniji) i na uočavanje i razumijevanje emocija (djevojčice su bile kompetentnije).The construct of emotional intelligence is defined as “the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth” (Mayer and Salovey, 1997). Furthermore, human aggression is any behavior directed toward another individual that is carried out with the proximate (immediate) intent to cause harm. In addition, the perpetrator must believe that the behavior will harm the target, and that the target is motivated to avoid the behavior (Anderson and Bushman, 2002). Garcia-Sancho et al. (2014) through a systematic review, found strong evidence to suggest that emotional intelligence and aggressive behavior are negatively related. Eighteen of the nineteen identified studies revealed that people with high EI showed less aggressive behaviors than those with low emotional intelligence, this relationship being consistent across age, gender, and culture. The present study aimed to investigate the relationship between emotional intelligence and aggressive behavior and to examine gender differences in emotional intelligence of upper elementary school boys and girls. The study included 186 participants, ranging in age from 12 to 15 years, using the Emotional Competence Questionnaire, the Emotional Comprehension Test, and the Aggression Scale for Children and Adolescents. The analysis of the findings revealed a significant negative correlation between emotional intelligence measures and measures of aggressive behavior at the group level and in boys and girls groups, while gender differences were found for the emotional intelligence measure related to emotion understanding (girls scored higher), to naming and expressing (boys were more competent) and on noticing and understanding emotions (girls were more competent)