| Abstract | Emocije su sastavni dio naše svakodnevnice. Roditelji imaju ključnu ulogu za razvoj djetetovih emocionalnih vještina. EI je konstrukt u kojemu su objedinjene sposobnosti poput: percepcije, procjene i izraţavanja emocija, sposobnosti razumijevanja vlastitih i tuĎih emocija te sposobnosti (samo)regulacije emocija. Emocije usmjeravaju našu paţnju, utječu na pamćenje i koncentraciju. Razvojem samoregulacije osoba stječe kontrolu nad svojim emocijama, ponašanjem i kognicijom koja mu omogućuje ostvarivanje odreĎenih ciljeva. U ovom diplomskom radu, na temelju odgovora učenika 5. i 8. razreda o značaju emocija u nastavnom procesu, utvrdili smo da većina učenika već koristi samoregulatorne strategije (52%). Pomoću njih uspijevaju kontrolirati negativne emocije (stres, strah) za vrijeme učenja te su sposobni usmjeriti paţnju na zadatke tijekom lošeg raspoloţenja. Preko samoprocjene ispitanika, pokazalo se da većina učenika (68%) ima razvijenu sposobnost procjenjivanja emocionalnih stanja drugih i dobre socijalne vještine povezane s emocijama. MeĎutim, ţenski spol (74%) će bolje primijetiti i procijeniti emocionalna stanja drugih za razliku od muškog (61%). Emocije utječu na koncentraciju i učenje. Pozitivne emocije pomaţu efikasnijem mišljenju, pridonose boljem pamćenju i posljedično boljem školskom postignuću. Nadalje, najveći broj učenika (76%) ima izraţenu empatiju i dobru interpersonalnu dimenziju jer mogu regulirati tuĎe emocije. Refleksivna regulacija emocija poboljšava socijalnu adaptaciju, i na taj način osigurava psihofizičku dobrobit. Iz odgovora ispitanika pokazalo se da ţenski spol ima veće interpersonalne i intrapersonalne vještine u odnosu na muški. Učenice (78%) će lakše prepoznati uzroke svojih emocija za razliku od učenika (58%). Rezultati pokazuju da dob utječe na lakše razumijevanje emocija i na bolje emocionalno upravljanje. Zaključno, emocije imaju značajnu ulogu za cjelokupan odgojno-obrazovni proces. Pokazalo se da su osobe s visokom EI uspješnije u osobnim i poslovnim ţivotnim aspektima te da bolje odgovaraju socijalnim očekivanjima. |
| Abstract (english) | Emotions are an integral part of our everyday life. Parents have a key role in developing the child's emotional skills. EI is a construct that has unified abilities such as: perception, evaluation and expression of emotions as well as the ability to understand one's own emotions and emotions of others, and the ability of self-emotional regulation. Emotions direct our attention, affect memory and concentration. By developing self-regulation, the person gains control over their emotions, behavior and cognition, which enables them to achieve certain goals. In this thesis, we established that most students already use a self-regulatory strategy (i.e. 52%). This is based on the students' responses, more specifically students in grades 5 and 8, in the research conducted regarding the importance of emotions in the teaching process. Using the self-regulatory strategies, they manage to control negative emotions (e.g. stress, fear) during the learning process and are able to focus their attention on tasks even during their „bad mood“. Over the self-assessment of respondents, most students (68%) have shown a developed ability to assess the emotional state of others as well as positive, emotion-related social skills. However, the female gender (i.e. 74%) will notice and evaluate emotional states of others better than the males (i.e. 61%). Emotions affect concentration and learning. Positive emotions help more effective thinking, contribute to better memory and consequently better the school achievements. That being said, the largest number of students (76%) have empathy and a good interpersonal dimension because they can regulate other's emotions. Moreover, reflexive emotional regulation improves social adaptation, thus ensuring psycho-physical well-being. From the participants responses, the female gender has better interpersonal and intrapersonal skills than the men. Female students (i.e. 78%) will more easily identify the causes of their emotions as opposed to male students (58%). The results show that age contributes to the easier understanding of emotions as well as better emotional control. In conclusion, emotions play a significant role for the entire educational process. People with high EI have been shown to be more successful in personal and business life and to better respond to social expectations. |
