Abstract
A correlation exists between emotional intelligence and behavioural self-regulation of upper secondary school students. Thus, it is necessary to improve EI and behavioural self-regulation by organising remedial work. The results indicate a need to design a remedial work programme for the development of EI and behavioural self-regulation. Bar-On Emotional Quotient Inventory (EQ- i) and Osnickiy’s Self-regulation Diagnostics survey were used. To determine the effectiveness of the programme designed, the testing was performed before and after the remedial work measures. It was found that the EI level grows significantly while also stimulating the growth of behavioural self-regulation. Developing EI helps students to adapt in the social environment, establish successful relationships with others, understand and regulate emotions, control their own behaviour and activity; whereas behavioural self-regulation helps to determine the formation of personal identity.
Presenters
Valerijs DombrovskisAssociate Professor, Pedagogy and Educational Psychology, Daugavpils University, Latvia
Details
Presentation Type
Theme
Learner Diversity and Identities
KEYWORDS
Emotional Intelligence, Relationships, Self-Regulation, Students
