Student's emotional competence

Emocionalna kompetentnost složen je i relativno nov pojam. Prema Steineru (2003.), „Emocionalna kompetentnost podrazumijeva sposobnost razumijevanja vlastitih emocija, sposobnost slušanja drugih i empatije te sposobnost produktivnog izražavanja emocija.“. Emocionalna kompetentnost potrebna nam je u svakodnevnom životu i u svakom odnosu s drugima, kao i sa samim sobom. Velik broj istraživanja usmjeren je prema stjecanju emocionalnih kompetencija, a ovo istraživanje usmjereno je na procjenu razine emocionalne kompetentnosti učenika. Osnovni cilj istraživanja u okviru ove diplomske radnje bio je utvrditi razinu emocionalne kompetentnosti učenika osnovnoškolske dobi te kako je ta razina povezana s nekim sociodemografskim osobinama učenika i osobinama njihovih obitelji, osobinama ličnosti učenika, roditeljskom procjenom emocionalne kompetentnosti njihove djece i emocionalnim opismenjivanjem učenika. Rezultati istraživanja su pokazali kako su učenici osnovnoškolske dobi uglavnom emocionalno kompetentni. Nađena je pozitivna povezanost ženskog roda učenika i sposobnosti upravljanja emocijama te sposobnosti izražavanja i imenovanja emocija. Učenici koji imaju izraženije osobine Ugodnosti i Neuroticizma bolje uočavaju, razumiju i upravljaju emocijama, dok učenici koji imaju izraženiju osobinu Ekstraverzije lošije uočavaju, razumiju i upravljaju emocijama, a isto to smatraju i njihovi roditelji. Također, učenici koji su manje Otvoreni i Savjesni bolji su u uočavanju, razumijevanju i upravljanju emocijama prema samoprocjenama, ali i prema procjenama njihovih roditelja. Sukladno tome može se zaključiti kako još uvijek ima mjesta za napredak na području razvitka emocionalne kompetentnosti učenika osnovnoškolske dobi.Emotional competence is a complex and relatively new term. According to Steiner (2003.) „Emotional competence implies ability to understand our emotions, ability to listen to others as well as ability to emphatize and the ability to productively express emotions“. Emotional competence is needed in our life on a daily basis and in every relationship with others, as well as with ourselves. A large number of researches are focused on acquisition of emotional competencies of students. The main goal of the research within this graduate thesis was to determine the level of emotional competence of primary school students and how this level is related to some sociodemographic characteristics of students and characteristics of their family, personality trait of students, parental assessment of emotional competence of their children and emotional literacy of students. The results of the research showed that primary school students are mostly emotionally competent. A positive correlation was found between the female gender of students and the ability to manage emotions and the ability to express and name emotions. Students who have pronounced traits of Agreeableness and Neuroticism perceive, understand, and manage emotions better, while students who have pronounced traits of Extraversion perceive, understand, and manage emotions worse, and their parents consider that too. Also, students who are less open and conscientious are better at perceiving, understanding, and managing emotions toward self-assessments, but also toward their parents assessments. Accordingly, it can be concluded that there is still room for progress in the area of developing the emotional competence of primary school students