The role of Emotional Intelligence in solving social problems in a sample of adolescent’s students

Abstract

The present study examines the relation between perceived emotional intelligence and solving social problems in a sample of 217 adolescent’s students. The result showed the predictive and incremental validity of IEP in solving social problems controlling for the influence of demographic characteristics (sex and age). Hierarchical regression analyses revealed that Emotional Clarity predicted part of the variance of Positive Problem Orientation. Further, Attention to feelings explained part of the variance of the Negative Problem Orientation, Rational Problem Solving and Avoidance Style sub-scales. Finally, Mood Repair still remained significant in predicting Impulsivity-Carelessness Style sub-scales. Therefore, this study analyzed the significant differences in function of gender. The results showed that women used more frequently Negative Problem Orientation strategies than men, while male students used more frequently Positive Problem Orientation, Impulsivity-Carelessness and Avoidance Style compared to female students. Referring to emotional abilities, female students reported higher scores on attention to feelings and mood clarity than their male counterparts. However, male students showed higher scores on mood repair than female students did. These data provide evidence about the potential role of emotional abilities after controlling for gender and age and support the implementation of activities to develop emotional abilities in order to foster the efficacy of programmes oriented to solving social problems in the classroom.