Emotional Intelligence and Its Relationship with School Adjustment among Kindergarten Children in the City of Benghazi
DOI:
https://doi.org/10.65417/ljere.v2i2.117Keywords:
Emotional Intelligence, School Adjustment, Kindergarten ChildrenAbstract
The study aimed to examine the relationship between emotional intelligence and school adjustment among kindergarten children, as well as to identify the relationship between the dimensions of emotional intelligence and the dimensions of school adjustment within the study sample. Additionally, it sought to determine gender differences regarding both emotional intelligence and school adjustment among the children. The study utilized scales for emotional intelligence and school adjustment (developed by the researcher), and the data were analyzed using the Statistical Package for the Social Sciences (SPSS).The results revealed: A significant correlation between emotional intelligence and school adjustment among kindergarten children in Benghazi. Significant correlation coefficients (at the 0.01 level) between the dimensions of emotional intelligence(self-awareness, self-motivation, emotion management, empathy, drive, and social skills) and the dimensions of school adjustment (participation in activities, self-direction, positive attitude toward kindergarten, positive interaction with the teacher, and positive interaction with peers) among kindergarten children in Benghazi; all were significant at the 0.01 level. Significant differences (at the 0.01 level) between males and females regarding both emotional intelligence and school adjustment, with the differences favoring the female sample.
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