Alharbi Manal
Department of Maternity and Child Health Nursing, College of Nursing, King Saud University, Riyadh, Kingdom of Saudi Arabia.E-mail.
Saudi Med J. 2018 Jun;39(6):615-621. doi: 10.15537/smj.2018.6.22141.
To explores emotional intelligence (EI) among Saudi children in basic education programs.
A cross-sectional study design was utilized. A convenience sample of students (n=684) from 10 schools in Saudi Arabia completed the BarOn Emotional Quotient Inventory-Youth Version. Correlation and regression analyses were conducted.
Most students (mean 83.2) showed poor emotional and social skills (p less than 90 EI). Region, income, failing grades, father's educational level, and working status correlated positively (p less than 0.05) with EI. Living with parents, mother's educational level, grade point average, and a lack of health problems were significant predictors of EI. Conclusions. Basic education teachers and families face challenges in incorporating strategies to enhance children's emotional and social functioning.
探讨沙特基础教育学童的情商（EI）。
采用横断面研究设计。从沙特阿拉伯10所学校抽取了684名学生作为便利样本，完成了巴昂情商量表青少年版测试。进行了相关性和回归分析。
大多数学生（平均83.2）的情绪和社交技能较差（EI低于90）。地区、收入、成绩不及格、父亲的教育水平和工作状况与EI呈正相关（p<0.05）。与父母同住、母亲的教育水平、平均绩点以及没有健康问题是EI的重要预测因素。结论：基础教育教师和家庭在采用策略提高儿童的情绪和社交功能方面面临挑战。
