دانلود مقاله تفاوت‌های جنسی در هوش هیجانی و فراهیجانی
چکیده
مقدمه
روش
نتایج
بحث
نتیجه گیری
منابع
Abstract
Introduction
Method
Results
Discussion
Conclusions
References
چکیده
این مطالعه بر تفاوت‌های جنسیتی در هوش هیجانی و فراهیجانی در نمونه‌ای متشکل از 355 پیش‌نوجوان و 164 نوجوان متمرکز است. هوش هیجانی و فراهیجانی با استفاده از آزمون چند روشی IE-ACCME اندازه‌گیری شد که امکان تعریف پروفایل‌های افراد از توانایی EI، خودپنداره هیجانی، دانش فراهیجانی، توانایی فراهیجانی در خودارزیابی و باورهای فرا عاطفی ابعاد فراهیجانی به آگاهی افراد از توانایی های عاطفی و باورهای آنها در مورد عملکرد عواطف در زندگی روزمره اشاره دارد. نتایج نشان داد که دختران در توانایی هوش هیجانی، به ویژه در گروه نوجوانان، امتیاز بهتری نسبت به پسران داشتند، در حالی که پسران در هر دو گروه سنی، امتیاز بالاتری نسبت به دختران در خودپنداره هیجانی داشتند. نتایج در مورد دانش فراهیجانی و توانایی فراهیجانی در خودارزیابی نشان داد که پسران به طور سیستماتیک توانایی‌های عاطفی خود را بیش از حد ارزیابی می‌کنند در حالی که دختران، به‌ویژه در گروه نوجوانان، تمایل به دست کم گرفتن آنها دارند. در نهایت، در هر دو گروه سنی، دختران در باورهای فراهیجانی بالاتر از پسران بودند.
اتخاذ چارچوب هوش فراعاطفی ممکن است به توضیح ناهماهنگی‌های مربوط به تفاوت‌های جنسیتی که در مطالعات قبلی با استفاده از خودگزارش‌دهی در مقابل معیارهای عملکرد EI یافت شده است، کمک کند. علاوه بر این، ممکن است به روشن کردن بحث پرورش طبیعت و نقش متغیرهای فرا احساسی برای توضیح تفاوت‌های جنسی در EI کمک کند.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
The study focuses on sex differences in emotional and meta-emotional intelligence in a sample of 355 pre-adolescents and 164 adolescents. Emotional and meta-emotional intelligence were measured using the multi-trait multi-method IE-ACCME test, allowing to define individuals' profiles of ability EI, emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Results demonstrated that girls scored better than boys in ability-EI, in particular in adolescents' group, whereas boys reported higher score than girls in emotional self-concept in both groups of age. Result about meta-emotional knowledge and meta-emotional ability in self-evaluation revealed that boys systematically overestimate their emotional abilities whereas girls, particularly in the adolescent group, tend to underestimate them. Finally, in both age groups, girls scored higher than males in metaemotional beliefs.
The adoption of the meta-emotional intelligence framework may help to explain the discordances about sex differences found in previous studies using self-report vs. performance measures of EI. Moreover, it may contribute to shed light on the nature-nurture debate and on the role of meta-emotional variables for explaining sex differences in EI.
Introduction
Sex differences has always been a key field of research, which has gathered contributions from various disciplines over time. Studies show that men and women share both similarities and differences not only under geno- and pheno-typical perspectives but also under many personal, social, cultural and emotional aspects. A review by Sánchez-Núñez et al. (2008) argued that there are consistent differences among males and females in many emotional abilities: females have been described in many studies as more able than males in recognizing other people's emotions, as well as more perceptive and empathetic (Argyle, 1990; Hargie et al., 1995; Lafferty, 2004; Tapia & Marsh, 2006; Trobst et al., 1994) and females experiences positive and negative emotions more intensely than males (Grossman & Wood, 1993). A meta-analysis by Else-Quest et al. (2012) highlighted some gender gap in experiencing self-conscious emotions (i.e., guilt, shame, pride and embarrassment). The authors found that women felt more guilt and shame than males and this difference tend to increase across the age groups. Indeed, they found significant gender differences in guilt and shame in adolescents and adults but not in children.
Conclusions
In conclusion, our results offer new insights in literature about sex differences in emotional intelligence and may help to explain the discordances in outcomes of previous studies using self-report vs. performance measures of EI. The meta-emotional intelligence framework, indeed, may be a very useful lens for looking at the individual differences in the way males and females live their emotions. Indeed, opposite overestimation and underestimation tendencies in the two sexes may amplify the distances between the emotional world of boys and girls, probably increasing the gender conflicts, and accompanying identity or relational problems in cases of “too much sensitive” boys or “heartless girls”. Nevertheless, the statement that sex differences, at least in part, may have a cultural origin and depend also on low awareness about one's own emotional abilities and on false beliefs systems, encourage us about the possibility that, through adequate educational programs, sex difference may be mitigated and, in general, emotional and meta-emotional intelligence may be improved. In particular, these results may give important insights to professionals interested in educational programs for developing emotional intelligence, that should be focused on: a) promoting the awareness of pre-adolescents and adolescents' emotional abilities in order to reduce the possible overestimation and underestimation bias in evaluating their emotional abilities; b) stimulating, particularly in males, their habits to share emotions with others and to be attentive about their feelings; c) discussing with pre-adolescents and adolescents their meta-emotional beliefs and the cultural misconceptions about emotions.