Kulkarni Priya Yogesh, Velhal Gajanan
Department of Community Medicine, Symbiosis Medical College for Women, Symbiosis International University, Pune, Maharashtra, India.
Department of Community Medicine, Seth G S Medical College and K E M Hospital, Parel, Mumbai, Maharashtra, India.
Indian J Community Med. 2023 Mar-Apr;48(2):281-284. doi: 10.4103/ijcm.ijcm_233_22. Epub 2023 Apr 7.
Emotional Intelligence (EI) contributes to overall success in life. Our objectives are to explore EI among adolescents and its gender differences as per some parameters of social environments.
Present cross-sectional study was conducted in secondary schools in one of municipal corporations in western Maharashtra EI of adolescents studying in tenth standard in randomly selected secondary schools, was assessed by Schutte's Self-Reported Emotional Intelligence Test with collection of relevant sociodemographic information maintaining confidentiality. Data were analyzed by SPSS 20 software.
Total 1060 adolescents in 14-16 years of age participated in the study. Socio-economic status affected EI of adolescent girls more adversely than adolescent boys ( = 0.003, = 0.036 respectively). Co-educational type of school favored lower EI than gender specific schools ( < 0.001). After gender wise stratification, EI did not differ significantly among boys ( = 0.154) with respect to type of schooling, but differed significantly ( = 0.001) among girls.
Apart from continued efforts directed to for improvement in SES, mental health component of school health services needs to take a step forward for assessment and improvement of towards mental health parameters including EI of adolescents. EI training programs commenced in school activities based on gender, socio-economic status and other issues relevant to the situation shall prove beneficial in long run.
情商（EI）有助于人生的全面成功。我们的目标是根据社会环境的一些参数，探索青少年中的情商及其性别差异。
在马哈拉施特拉邦西部一个市政公司的中学进行了本次横断面研究。通过舒特自我报告情商测试对随机选择的中学十年级学生的情商进行评估，并收集相关社会人口学信息，同时保持信息保密。数据采用SPSS 20软件进行分析。
共有1060名14 - 16岁的青少年参与了该研究。社会经济地位对青少年女孩情商的负面影响比对青少年男孩更严重（分别为 = 0.003， = 0.036）。男女同校类型的学校的情商低于性别特定学校（ < 0.001）。按性别分层后，男孩中情商在学校类型方面无显著差异（ = 0.154），但女孩中差异显著（ = 0.001）。
除了继续努力改善社会经济地位外，学校卫生服务的心理健康部分需要进一步推进对包括青少年情商在内的心理健康参数的评估和改善。基于性别、社会经济地位及其他与情况相关问题在学校活动中开展的情商培训项目从长远来看将被证明是有益的。
