A Multilevel Analysis on the Evaluation and Promotion of Emotional Intelligence among Chinese School Adolescents

Autor/inn/en	Wang, Xiaoxi; Wang, Lei; Zhang, Jing; Wang, Jiana
Titel	A Multilevel Analysis on the Evaluation and Promotion of Emotional Intelligence among Chinese School Adolescents
Quelle	In: Youth & Society, 54 (2022) 3, S.481-500 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jiana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X20982316
Schlagwörter	Emotional Intelligence; Scores; Teacher Student Relationship; Prosocial Behavior; Student Attitudes; Teacher Attitudes; Foreign Countries; Case Studies; Instructional Program Divisions; Personality Traits; Correlation; Depression (Psychology); Teacher Burnout; Age Differences; Gender Differences; Socioeconomic Status; Measures (Individuals); Symptoms (Individual Disorders); Stress Variables; Likert Scales; Academic Achievement; Elementary Secondary Education; China; Maslach Burnout Inventory; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Lehrerverhalten; Ausland; Case study; Fallstudie; Case Study; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Korrelation; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Messdaten; Psychiatrische Symptomatik; Likert-Skala; Schulleistung
Abstract	Emotional intelligence (EI) is closely connected with mental health, academic achievement, and social adaptation. The purpose of this cross-sectional study is to evaluate EI and explore its associated factors in Chinese adolescents in school. Self-reported questionnaires were distributed to participants--a total of 2,058 students aged 10 to 18 years and 114 homeroom teachers. A hierarchical linear model was used to test the effects of individual and class level variables on EI, respectively. The study found that the participants exhibited slightly higher EI scores than their Western counterparts and that EI levels varied between classes. Students' prosocial behaviors, study pressure, left-behind status (at the individual level) as well as the homeroom teachers' gratitude, job rewards, negative teacher-student relationships, and perceived organizational support (at the class level) were significantly associated with EI. Therefore, the emotional expressions and working situations of homeroom teachers should be promoted to facilitate the development of adolescents. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11