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Psychology and Psychotechnics
Reference:
SHarafitdinov A.
Gender and regional differences in the manifestation of emotional intelligence of the adolescents
// Psychology and Psychotechnics.
2024. № 3.
P. 17-34.
DOI: 10.7256/2454-0722.2024.3.71659 EDN: DVDAPR URL: https://en.nbpublish.com/library_read_article.php?id=71659
Gender and regional differences in the manifestation of emotional intelligence of the adolescents
DOI: 10.7256/2454-0722.2024.3.71659EDN: DVDAPRReceived: 07-09-2024Published: 28-09-2024Abstract: The subject of the research is the study of sexual and regional differences in the manifestation of emotional intelligence of the adolescents. The object of the study is the emotional intelligence of the adolescents, which affects their self-regulation, relationships and expression of emotions. The author examines in detail such aspects of the topic as the social environment, economic order and additional opportunities that determine the emotional stability and development of adolescents. Special attention is paid to the study of regional differences on the example of the quality level of educational institutions and cultural traditions. In addition, the peculiarities of adolescence, human rights, religion and religious education also lead to differences in the development of emotional intelligence. Each region has its own unique characteristics that affect how teenagers feel, react to other people and are able to solve life problems. The study used: the methodology "Diagnosis of the level of empathic abilities" (V.V. Boyko), the test "Assessment of emotional intelligence" (N.Hall), the test "Measurement of social intelligence" (J.Guilford), the methodology "Indicator of coping strategies" (adapted by V.M. Yaltonsky), a questionnaire "Learning with the help of 16 personality factors" (R.B. Ketell), the test "The level of personality claims" (V.K. Gerbachevsky). The main conclusions of the study are that by comparative analysis of the development of emotional intelligence of adolescents, considered by region, is possible to understand the influence of socio-cultural (regional) environmental factors and conditions on the experiences, goals and situations of adolescents. The peculiarities of adolescence, human rights, religious and upbringing lead to differences in the development of emotional intelligence of adolescent boys and girls. The main contribution of the author to the topic of the study is the confirmation of significant differences in terms of dominance and subordination (Y=37062,000; p>0.05). Thus, the desire for dominance is stronger in teenage girls than in teenage boys. The advantage of teenage girls is that they are most able to understand concepts, control their emotions, and establish empathic relationships with others, which plays an important role in increasing their emotional stability. Teenage boys are stronger in self-expression than teenage girls. Their skills of self-expression and negotiation make them stronger in their quest for dominance. Keywords: emotional intelligence, personal development, territorial differentiation, problem situations, emotional stability, empathy indicators, gender difference, emotional solidarity, decision-making, self-awarenessThis article is automatically translated. Introduction The problem of emotional intelligence continues to be relevant in a rapidly changing society. At the same time, the sensitive age of emotional intelligence development is adolescence. It is proved that a high level of emotional intelligence determines success not only in interpersonal relationships, but also in educational activities, which is associated with the processes of self-regulation and arbitrariness of behavior [15]. The purpose of our study is to study the level of emotional intelligence of adolescents with regional and gender differences. The fact is that the highlighted aspects related to the influence of regional and gender differences on the emotional intelligence of adolescents are insufficiently developed in science. As a hypothesis of the study, we suggest that the emotional intelligence of adolescent boys and girls in the regions of the Republic of Uzbekistan will have its differences. This may be due to the conditions of the region of residence and the manifestation of sexual characteristics.
Theoretical overview According to researchers A. E. Kargina and I. S. Morozova, one of the main parameters of emotional intelligence is the emotional regulation of activity, which determines a person's desire to act [14]. Moreover, the level of emotional intelligence is closely related to human health and behavior [5]. The relevance of the topic of emotional intelligence is confirmed by a group of scientists K. M. Suleeva, L. A. Shkutina and Ya. Danek, whose study notes that a high level of emotional intelligence allows not only to regulate behavior, but also to achieve goals [22]. Emotional intelligence (EI) is a person's ability to recognize the feelings, intentions, desires of other people, as well as the ability to control their own and others' emotions [3; 17]. As E. S. Ivanova emphasizes, emotional intelligence acquires special importance in adolescence, which is associated with the leading type of activity of adolescents, involving interpersonal communication [11]. Emotional intelligence in interpersonal communication of adolescents is determined by the willingness to establish trusting relationships with people and effectively solve communication problems. However, as the author of the educational and methodological manual on age psychology A. A. Amelkov notes, adolescence is characterized by a crisis stage of emotional formation, because it is accompanied by violent anxiety and tension [2]. Therefore, it is so important to know, understand and study the age-related features of the manifestation and development of emotional intelligence of adolescents for more correct and comfortable interpersonal interaction with them [6]. By participating in this process of emotion management, adolescents develop mutual well-being, mutual understanding, reduce mutual fears, solve problems and develop international relations in society. All components of emotional intelligence are based on interdependent and mutually absorbing systemic phenomena. They cannot be separated from each other, since each part has its own characteristics and works in interaction with others. Such systemic measures contribute to the development of emotional intelligence in society and the development of people's abilities to understand and manage themselves, others and the world. As V. A. Averin writes, the issues of the development of emotional intelligence have been studied in the works of domestic scientists I. N. Andreeva, T. P. Berezovskaya, O.I. Vlasova, G. G. Garskova, N. V. Kovriga, A. I. Lobanov, D. V. Lyusin, M. A. Manilova, A. S. Petrovskaya, E. L. Nosenko, G. V. Yusupova et al. [1]. Among the listed domestic authors, it should be noted the author G.G. Garskova, who for the first time in Russian psychology used the concept of emotional intelligence as the ability of a person to understand relationships, manage the emotional sphere [9]. The theoretical significance of their work was that they identified the factors influencing the phenomenon of emotional intelligence. As a key component of emotional intelligence, the authors highlight the fact that it is directly involved in the formation of human thought processes. Another important aspect of emotional intelligence is the development of thinking, which manifests itself in the ability to pay attention to important moments and events in order to solve emerging problems in life. For example, a positive emotional attitude is an integral part of creative thinking, while a change of mood is used for a comprehensive analysis of possible solutions to a problem. In addition, the ability to recognize emotions makes it possible to build effective interaction with other people. For example, happiness is an indicator of a person's desire to unite [40]. This position is shared by Robert Richard et al., who confirm that the ability to recognize and express emotions allows people to make specific decisions [19]. Thus, J. Mayer, P. Saloway, D. Caruso write that the ability to express emotions is determined by both emotional self-regulation and external emotional regulation [40]. Regarding the sexual differences of adolescents, it should be emphasized that there is no well-established opinion in scientific works on whether this factor is decisive in determining the level of emotional intelligence. Thus, N. R. Harrod's research notes that the emotional intelligence of adolescent boys is significantly lower than that of boys. This position is supported by the author Y. V. Davydova. At the same time, another scientist G. Orme, who studied the topic of artificial intelligence, revealed that gender differences do not affect the level of emotional intelligence. At the same time, he writes that there are differences in indicators of emotional intelligence: in men, intrapersonal (stress management, self-affirmation, adaptation) indicators prevail, in women – interpersonal (social responsibility, emotionality, interpersonal relationships. D. D. Guastello's research also indicates sexual differences only among adolescent parents, but not among adolescents themselves [21]. Our study of gender and regional differences in the manifestation of emotional intelligence in adolescents is more indicative in nature. Research methods The experimental verification of the research hypothesis was carried out using the implementation of psychological techniques and questionnaires: 1. V. V. Boyko's methodology "Diagnostics of the level of empathic abilities" allowed to determine in adolescents the degree of expression of their empathic abilities (to empathize and understand the thoughts of another person), as well as the significance of each of the six parameters in the structure of empathy. The result is distributed over six scales (trends) [10]. 2. The N. Hall test "Assessment of emotional intelligence", aimed at identifying the ability of adolescents to understand relationships expressed in emotions and manage their emotional sphere based on decision-making, is presented in five scales and consists of thirty statements [12]. 3. The test "Measuring social intelligence" by J. Gilford and M. Sullivan, which allows to assess the level of empathy and mutual assistance of adolescents, as well as their ability to communicate, consists of four subtests for completion, recognition, understanding of behavior and logic [17]. 4. The methodology "Indicator of coping strategies" by D. Amirkhan (adapted by V. M. Yaltonsky and N. A. Sirota), designed to diagnose the dominant coping strategies of adolescent personality, contains thirty-three statements and assumes such answers as: I completely agree, I agree, I disagree [12]. 5. R. B. Ketell's modified questionnaire "Learning with the help of 16 personality factors" allows us to determine the characteristics of the character, inclinations and interests of adolescents. This test consists of 187 questions [20]. 6. The modified test of V. G. Gerbachevsky "The level of claims" was used to identify the levels of claims of adolescents. The test contained 42 statements with seven response scales [22]. Selection The study involved 576 children (264 girls and 312 boys) of adolescent age from 10 to 15 years (age=12.85; SD=4.99), whom we considered by gender differences. Russian Russian research methods were presented to the respondents in educational situations in Russian, because teenagers speak Russian at a sufficient level. In accordance with regional differences, we analyzed the peculiarities of the manifestation of emotional intelligence in adolescent children from three regions of the Republic of Uzbekistan: Khorezm (213 people), Bukhara (189 people), Jizzakh (174 people). The results of the study According to the data obtained, differences in the level of EI in adolescents were recorded depending on their residence in a particular region. It was revealed that in educational institutions in regions where programs for the personal development of adolescents are implemented and attention is paid to educational opportunities, the overall level of emotional intelligence is higher. Thus, the social environment, economic order and additional opportunities affect the emotional stability and development of adolescents. Regional differences are determined by the quality of educational institutions, the level of the social environment, cultural traditions, etc. In addition, the peculiarities of adolescence, human rights, religion and religious education also lead to differences in the development of emotional intelligence. In the course of our study, we analyzed the presence of such differences using the Kruskal-Wallis test. According to the results of this study, it was revealed that there are significant statistical differences in the empathic abilities of adolescents in Khorezm, Bukhara and Jizzakh regions. According to the statistics obtained, the average indicator of empathic abilities in the Khorezm region is 233.06 compared to 296.69 in the Bukhara region and 347.47 in the Jizzakh region. These results represent a clear difference in the average values of empathic abilities between the regions. The Kruskal-Wallis value (H) was 46.707, which once again confirms the statistical differences between the groups. This value indicates that there is a difference in the average indicators of empathic abilities between groups (regions) (Table 1). Table 1 The criterion for the analysis of variance by Kruskal Wallis N. Hall's test for assessing emotional intelligence
Emotional intelligence differs statistically in different regions (p<0,001). The level of emotional intelligence in Khorezm region is lower than in Bukhara and Jizzakh regions. Emotion management differs statistically in different regions (p<0,001). The level of emotional control in Khorezm region is higher than in Bukhara and Jizzakh regions. The indicator of self-motivation differs statistically between regions (p<0,001). The level of self-motivation in Khorezm region is higher than in Bukhara and Jizzakh regions. There is a difference in the empathy index between the regions (p<0,001). The level of empathy in Khorezm region is higher than in Bukhara and Jizzakh regions. It can be seen that there are differences between regions in terms of perception of other people's experience (p<0,001). In the Khorezm region, the level of perception of other people's experience is lower than in the Bukhara and Jizzakh regions. Based on these results, it can be said that there are clear differences between different indicators of emotional intelligence between the Khorezm, Bukhara and Jizzakh regions (Table 2).
Table 2
The criterion for the analysis of variance by Kraskal Wallis. The social Intelligence Test by J. Guilford and M. Sullivan
According to the results of the Kruskal-Wallis test, the presence of clear differences in the indicator of completed anamnesis between groups (regions) was confirmed. In the Khorezm region, the average level of completed medical history was lower than in the Bukhara and Jizzakh regions (r<0,05). In addition, there are statistical differences between the Khorezm, Bukhara and Jizzakh regions by expressive groups. According to the results of the Kruskal-Wallis test, the presence of clear differences in the indicator of expressive groups between the groups was confirmed. The average level of expressive groups in the Khorezm region was higher than in the Bukhara and Jizzakh regions (r<0,001). It should be noted that there are differences in speech expression between the Khorezm, Bukhara and Jizzakh regions. According to the results of the Kruskal-Wallis test, the presence of clear differences in the indicator of verbal expression between the groups was confirmed. The average level of speech expression in the Khorezm region was lower than in the Bukhara and Jizzakh regions (r<0,01). According to the results of the Kruskal-Wallis test, the differences in the completed story indicator between the groups are not at the level of statistical significance (p>0.05). There are differences between the fields in the educational environment, distance education systems, educational institutions, teaching methods and curricula. Differences in this environment affect the development of social intelligence and lead to differences in test results. Psychological characteristics, levels of cognitive and emotional development in adolescents also differ. These factors explain the differences in the results of emotional intelligence tests. Differences between teaching and learning methods used in Khorezm, Bukhara and Jizzakh regions affect the results of the emotional intelligence test. Educational habits, spiritual experiences, and differences between regions lead to differences in emotional intelligence test scores. According to the obtained indicators, statistical differences in the level of problem solving by adolescents in the Khorezm, Bukhara and Jizzakh regions were established. The level of problem solving in the Khorezm region is recognized as lower than in the Bukhara and Jizzakh regions (r<0,001). These results show that adolescent problem-solving strategies vary depending on geographic location. According to the study, statistical differences were obtained in the level of expectation of social support for adolescents in the Khorezm, Bukhara and Jizzakh regions. The level of expectations of social support for adolescents in the Khorezm region was lower than in the Bukhara and Jizzakh regions (r<0,05). These results show that strategies for expecting social support for adolescents vary depending on geographical location. Statistical differences were also recorded among adolescents at the level of problem avoidance in the Khorezm, Bukhara and Jizzakh regions. The level of problem avoidance in the Khorezm region was lower than in the Bukhara and Jizzakh regions (r<0,001). These results indicate that there are differences in indicators of coping strategies among adolescents by geography. To determine the significant differences, interregional studies were also carried out on the 16-factor personality questionnaire by R. B. Cettell and the test of the level of claims by V. K. Gerbachevsky. There is a difference between the regions (Khorezm, Bukhara, Jizzakh) in terms of "Self-doubt", "Distrust", "Independence and subordination", etc. (p<0.001 according to the results of the Kruskal-Wallis test). In addition, a difference was registered (p<0.001) between the indicators compared with the test results of V. K. Gerbachevsky. The differences are due to characteristics such as: abilities, motivation, human self-management skills, social relationships, self-esteem, the importance of results, etc. In addition, the work studied the peculiarities of the development of emotional intelligence in adolescent boys and girls. The features of sex differences were analyzed on the Mann-Whitney scale (Table 3).
Table 3 Mann-Whitney test results (by gender)
According to the method of diagnosing the level of empathic abilities (V. V. Boyko), no differences were found. We see that both adolescent boys and girls exhibit the same empathy abilities (Table 3). There were no significant differences in indicators of emotional intelligence, emotion management, self-motivation and empathy in adolescents according to the N. Hall emotional intelligence assessment test. Significant differences are observed in terms of perception of other people's experience (Y=37233000; p>0.05). It can be noted that teenage girls are more sensitive to the experiences of other people than teenage boys (Table 4). Thus, due to the high level of emotional intelligence reflected in empathic skills, teenage girls not only experience the feelings of others, but also help them solve vital problems. A higher level of emotional intelligence in adolescent girls than in adolescent boys is explained by a greater degree of openness to change and understanding of social norms in girls. These traits help them cope with change and communicate with others, respond to anxiety and change themselves.
Table 4 Mann-Whitney test results (by gender)
According to the completed anamnesis, verbal expression, and completed narrative scores on the J. Guilford Social Intelligence test, no reliable differences were found (Table 5).
Table 5 Mann-Whitney test results (by gender) (Measuring Social Intelligence, J. P. Gilford)
According to the results, it is possible to determine the index of expressive groups (Y=31009, 500; p>0.001). In addition, sensitivity to the emotional state of other people in communication is higher in teenage girls than in teenage boys. For example, teenage girls evaluate human experiences, goals, and situations based on nonverbal facial expressions and gestures. They pay more attention to nonverbal communication and focus on the nonverbal reactions of the participants in the communication. They are more sensitive to the emotional state of others in communication, show kindness in communication, are emotionally stable, sensitive to feedback in communication, receptive to criticism, conscientious. These characteristics determine the emotional stability of teenage girls and their vigilance in interaction. They also have a high level of integrity due to their willingness to trust and accept change. In the test of coping strategies for life problems, no reliable differences were found in the indicators of problem solving and problem avoidance (Table 6).
Table 6 Mann-Whitney test results (by gender) Learning strategies for solving life problems (D. Amirkhan's method, modification by V. M. Yaltonsky and N. A. Sirota)
Significant differences were found in expectations of social support (Y=36355500; p>0.05). We see that expectations of social support are more pronounced in adolescent girls than in adolescent boys. Despite the fact that girls are changeable in their orientation towards relationships, they have learned to interact and feel appreciated and accepted. These connections allow them to show friendship, empathize, support each other and express their opinions in communication. Girls are more sensitive and vulnerable, and they expect more social support. Understanding in communication, empathy, appreciation, criticism and attention are important for girls to express their experiences. According to the results of the questionnaire "16 factors of personal learning" by R. B. Kettell, the following data were obtained: propensity to communicate (Y=40698000; p<0.05), social maturity (Y=38907000; p<0.05), social courage (Y=40549,500; p<0.05), trustworthiness and suspiciousness (Y=40365 000; p<0.05), self-confidence and distrust (Y=40,869,000; p<0.05), self-control (Y=35896,500; p<0.05), independent and dependent indicators (Y=39721500; p<0,05). No significant differences were found. Significant differences were observed in the index of emotional stability and instability (Y=34726500; p>0.001). That is, according to the test results, it is clear that teenage girls are more emotionally stable than teenage boys. These differences are determined by the educational environment in the family. Thus, the moral requirements of the family regarding girls are more stringent. Girls are more involved in the culture of communication, namely issues of moral norms based on values, compared to boys. The demands in families regarding girls' education, concepts of honor and shame can create emotional stability in shaping girls' behavior.
Discussion of the results The aim of the study was to test gender and regional differences in the manifestation of signs of emotional intelligence in adolescents. The participants of the experiment were 576 respondents of adolescent age from 10 to 15 years old, teenage boys and girls were representatives of the Khorezm, Bukhara and Jizzakh regions of the Republic of Uzbekistan. As a result of the study, our hypothesis that the emotional intelligence of adolescents has gender and regional differences has been confirmed. There are clear statistical differences between the studied Khorezm, Bukhara and Jizzakh regions between different indicators of emotional intelligence (p<0,001). Among the three regions studied, the level of emotional intelligence of adolescents was highest in the Jizzakh region, lower in the Khorezm region. The indicators "emotion management", "level of self-motivation and empathy" also had statistical differences in different regions (p<0,001). According to the level of emotional control and the level of self-motivation, empathy of adolescents, the indicators in the Khorezm region were higher than in the Bukhara and Jizzakh regions. However, in terms of perception of other people's experience, the results in the Khorezm region were again lower than in the Bukhara and Jizzakh regions of the Republic of Uzbekistan (r<0,001). In addition, the study confirmed significant differences in the indicator of dominance and subordination (Y=37062,000; p>0.05). Thus, the desire for dominance is stronger in teenage girls than in teenage boys. This position is confirmed in the study by A. R. Gallyamova, in which, according to correlation analysis, adolescent girls, the more they are oriented to the outside world, the stronger their desire for dominance is manifested in intimate and personal communication [7]. The advantage of teenage girls is that they are most able to understand concepts, control their emotions, and establish empathic relationships with others, which plays an important role in increasing their emotional stability. I. V. Nikulina writes about this in great detail in her work, noting that emotion management really increases the level of emotional intelligence, and as a component of emotional intelligence concerns both one's own emotions and those of others [18]. Social history and culture influence the quality of dominance in adolescent boys. Some communities encourage or allow teenage boys to show more dominance. Field stereotypes influence the quality of dominance of adolescent boys. These stereotypes motivate teenage boys to be strong, determined and dominant. Parenting and teaching methods also affect the degree of dominance in adolescent boys. This result is achieved by methods of education aimed at preparing adolescent boys to strive for dominance and activating their development. Teenage boys are stronger in self-expression than teenage girls. Their skills of self-expression and negotiation make them stronger in their quest for dominance. These are just a few examples, but not all teenage boys have the same level of dominance. The physical and mental characteristics, upbringing, education and experience of each person are different. Therefore, the quality of dominance varies from person to person. Significant differences were observed in the index of excitability and tension (Y=34339,500; p>0.001). Compared with teenage girls, adolescent boys have higher excitability and tension. Teenagers' feelings of aggression can be caused by their own mistakes, failures, problems or difficulties. And tension is a feeling of increasing one's abilities, turning one's desires into reality, directing one's desires into fulfillment. This feeling is reflected in the teenager's self-confidence, independence and determination. The fact that teenage boys have a higher level of arousal than teenage girls is often due to the teenager's temperament, sexual experience, achievements and educational factors. This is due to the fact that teenage boys are able to manage themselves, apply the lessons learned from their mistakes, be able to overcome difficulties, be self-motivated and strive for success. This fact is confirmed in modern studies by S. S. Garashchuk and V. V. Loginov, which note that emotional intelligence contributes to improving relationships and achieving greater success in life. Moreover, researchers emphasize the influence of external factors (upbringing, family, cultural characteristics, technology) on the emotional intelligence of a person [8].
Conclusion Thus, the study of the emotional intelligence of adolescents in the Republic of Uzbekistan allowed us to confirm the hypothesis that the EQ of adolescents varies depending on gender and region. In addition, during the study of the topic, the criteria that teenagers pay most attention to in relationships were highlighted, among which: competence, respect and clarity. Despite this, it can be noted that each studied region of the Republic of Uzbekistan has its own unique characteristics that affect how teenagers feel and react to other people. All this is reflected in the level of emotional intelligence of adolescents and their ability to solve life problems. As a result of an experimental study to identify gender and regional differences in the manifestation of emotional intelligence of adolescents in the Republic of Uzbekistan, the characteristics and capabilities of each area (socio-cultural, political, environmental and climatic, economic) were recorded, determining what kind of emotional intelligence and approaches to problem solving adolescents possess. For example, the most developed and populated regions of the Republic of Uzbekistan (Bukhara and Jizzakh regions) have an advantage over less promising regions (Khorezm region), which is manifested in differences in the level of emotional intelligence of adolescents. It is also worth mentioning the variable quality of educational institutions depending on the region of the Republic of Uzbekistan. The proof of this is that the average level of speech expression in the Khorezm region was lower than in the Bukhara and Jizzakh regions (r<0,01). As for the differences in the development of emotional intelligence of adolescent boys and girls, they depend on religious views and the characteristics of adolescent upbringing. Thus, research on this topic in the regions of the Republic of Uzbekistan has shown that the attitude towards the upbringing of teenage girls is more strict and demanding, and therefore they are more emotionally stable, conscientious and sensitive to the emotional state of other people. As a result of theoretical and empirical research, the main indicators of the development of emotional intelligence of adolescents were identified: empathic abilities, emotion management, self-motivation and the ability to expand connections with other people [23]. References
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