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Emocionalna pismenost složen je i relativno nov pojam koji se istražuje. Emocionalna pismenost sposobnost je razumijevanja sebe i drugih ljudi, a posebno razumijevanja i svjesnosti uporabe informacija o emocionalnim stanjima sebe i drugih ljudi. Uključuje sposobnost razumijevanja i izražavanja vlastitih emocija te pravilno reagiranje na tuđe emocije (Weare, 2004). Emocionalna pismenost važna je sposobnost u svakodnevnom životu, pomaže nam u razumijevanju i nošenju s vlastitim i tuđim emocijama što olakšava i odnose s drugim ljudima. Veliki broj istraživanja bavi se važnosti i načinima stjecana emocionalne pismenosti. Istraživanje unutar ovog diplomskog rada usmjereno je na procjenu razine emocionalne pismenosti učenika predmetne nastave (razvojno radi se o kasnom djetinjstvu i pubertetu) te iste procjene od strane njihovih roditelja (N učenika = 168, N roditelja = 168). Također se nastojalo utvrditi na koji je način razina emocionalne pismenosti povezana sa „sociodemografskim osobinama učenika i osobinama njihovih roditelja, obitelji, roditeljskom procjenom emocionalne kompetentnosti djece, emocionalnim opismenjavanjem te osobinama ličnosti učenika“. Rezultati istraživanja su pokazali kako su učenici predmetne nastave uglavnom emocionalno pismeni. Pokazala se povezanost između učeničkih Sposobnosti uočavanja, razumijevanja, izražavanja i imenovanja emocija s osobinama Otvorenosti, Savjesnosti i Ekstraverzijom, a isto se pokazalo i kod procjena njihovih roditelja. Također, pokazalo se da su sve osobine emocionalne kompetentnosti pozitivno povezane s ispitanim osobinama ličnosti (prema BigFive modelu), osim s Neuroticizmom. Nadalje, Sposobnosti uočavanja i razumijevanja emocija povezane su s dobi majke i prosjekom školskih ocjena. Pokazala se pozitivna povezanost Sposobnosti regulacije i upravljanja emocija s prosjekom školskih ocjena. Emocionalnu pismenost djece i mladih treba razvijati već od vrtićke dobi te ponajviše kroz osnovnoškolsko obrazovanje. Emotional literacy is complicated and relatively new term that is research. Emotional literacy is capability of understanding yourself and other people, especially understanding and aware of using information of emotional state yourself and other people. It includes capability understanding and expressing your own emotions and proper response on others emotions (Weare, 2004). Emotional literacy is important capability in everyday life, it helps us in understanding and carry on with own and other emotions and makes easier relationship with other people. Great number of research deals with way of acquire emotional literacy. This research is directed on evaluate “level of emotional literacy of students in middle school students and the same assessment by their parents (N students = 168, N parents = 168). The main aim of research in this graduate thesis was determine on which way is level of emotional literacy related with sociodemographic characteristic of students and their parents, family, parent evaluation of “emotional competence of their children, emotional literacy and characteristic of personality of students”. Results of research show that students are mostly emotional literacy. It has been shown connection between capability to notice, understanding, expressing and naming emotions with capability Openness, Conscientiousness and Extraversion, the same was shown on their parents. Also it has been shown that all characteristics of emotional competence is positively related with examined personality traits (BigFive model), except Neuroticizm. Also capability of understanding and expressing emotion are related with mother age and school’s grades in school. It has been shown positively connection capability of regulation and control of emotion with grades in school. Emotional literacy children and young people should be developed from kindergarten and mostly through elementary school. |
