| Abstract | Emocionalna inteligencija može se definirati kao skup sposobnosti koji obuhvaća prepoznavanje, razumijevanje, kontroliranje, izražavanje i rukovođenje kako svojim, tako i tuđim emocijama. Agresivnost određujemo kao želju da se nekome nanese fizička ili verbalna šteta bilo koje vrste, dok je altruizam dijametralno suprotan pojam. Točnije, altruizam predstavlja želju pojedinca da pomogne drugome bez očekivane nagrade. Na samopoštovanje gledamo kao na shvaćanje pojedinca o vlastitoj vrijednosti. Cilj ovog diplomskog rada bio je ispitati međusobne odnose emocionalne kompetentnosti, agresivnosti, altruizma i samopoštovanja te testirati školski uspjeh, razlike s obzirom na spol i dob u emocionalnoj kompetentnosti, agresivnosti, altruizmu i samopoštovanju. Osim toga ispitivan je doprinos ovih pojmova na samopoštovanje i školski uspjeh učenika. U tu svrhu korištene su četiri mjere: „Upitnik emocionalne kompetentnosti“ (Takšić, 2000), „Skala agresivnosti za djecu i adolescente“ (Vulić–Prtorić, 2008), „Skala altruizma“ (Raboteg–Šarić, 2002) i „Rosenbergova skala“ (Rosenberg, 1965). U istraživanju je sudjelovalo 226 učenika viših razreda osnovne škole u dobi od 11 do 15 godina, od čega je ukupno 110 djevojčica (49%), a 116 dječaka (51%). Rezultati su pokazali da postoji povezanost između emocionalne kompetentnosti, agresivnosti, altruizma, samopoštovanja i školskog uspjeha. Djevojčice i dječaci postižu različite rezultate na skalama emocionalne kompetentnosti, agresivnosti, altruizma i samopoštovanja. Također, dokazane su i razlike s obzirom na dob između učenika mlađih i starijih razreda. Nadalje, rezultati su pokazali kako emocionalna kompetencija, agresivnost i altruizam doprinose samopoštovanju kod učenika. Na koncu, dokazana je i povezanost emocionalne kompetentnosti, agresivnosti, altruizma i samopoštovanja s učenikovim školskim uspjehom. |
| Abstract (english) | Emotional intelligence can be defined as a set of abilities that include recognizing, understanding, controlling, expressing and managing both one's own and others' emotions. We define aggression as the desire to inflict physical or verbal harm of any kind to someone else, while altruism is the diametrically opposite term. More specifically, altruism represents the desire of an individual to help another without the expected reward. We describe self-esteem as an awareness of self-worth. The aim of this study was to examine the interrelationships of emotional competence, aggression, altruism and self-esteem and to test school success, gender and age differences in emotional competence, aggression, altruism and self-esteem. In addition, the impact of these concepts on students' self-esteem and school success was examined. Four measures were used for this purpose: “Emotional Competence Questionnaire” (UEK-45, Takšić, 2000), “Scale of Aggression for Children and Adolescents” (SNOP, Vulić-Prtorić, 2008), “Scale of Altruism” (Raboteg-Šarić, 2002) and “Rosenberg Scale” (RSE, Rosenberg , 1965). The study involved 226 students in higher grades of elementary school in the age of 11 to 15, of whom 110 were girls (49%) and 116 boys (51%). The results showed that there is a connection between emotional competence, aggression, altruism, self-esteem and school success. Girls and boys achieve different results on the scales of emotional competence, aggression, altruism and self-esteem. Also, the age differences between younger and older students have been proved. Furthermore, the results showed how emotional competence, aggression and altruism can predicatively act on students’ self-esteem. Finally, the impact of emotional competence, aggression, altruism and self-esteem on a student’s school success has also been proven. |
