الذكاء الانفعالي لدى الطلبة المقبولين و المرفوضين اجتماعيا في المدارس التابعة لمنطقة الجليل الأسفل

Abstract EN

This study aimed at investigating the level of emotional intelligence among a sample of socially accepted and rejected students in lower Galilee district schools.

The study also aimed at exploring the differences in emotional intelligence according to the variables of: Student’s classifications, age category, and gender.

To achieve the aims of the study, Bar-On emotional intelligence scale was administered.

The sample of the study consisted of (301) 6th -12th male\ female students.

The results revealed that the mean of socially accepted and rejected students’ on the overall emotional scale were moderate.

Furthermore, the results also revealed that there were statistical significant mean differences at the level ( α = 0.05) on the overall emotional intelligence due to the student’s classification in the favor of socially accepted students, and there were no statistical significant mean differences due to the other variables, and their interactions, and there were statistical significant mean differences on the emotional intelligence domains scale: (Social efficiency, general mood and positive impression) in the favor of females, and there were no statistical significant mean differences on the other domains.

The results also revealed that there were statistical significant mean differences at the level (α= 0.05) in adaptation domain due to the age group in the favor of the first ones (11-14), and on the emotional intelligence domains scale (Social efficiency, adaptation and general mood) due to the student’s category in the favor of socially accepted students.

The results also revealed that there were statistical significant mean differences at the level (α = 0.05) due to the age category and the student’s classification on pressures management domain in the favor of first ones (11-14) of socially rejected students, and second ones (15-18) of socially accepted students, and there were no statistical significant mean differences of other domains and their interactions.