摘要：Research Question (RQ): Is there any statistically significant difference between secondary school students, attending different year classes, in terms of well-being, communication and classroom relationships by incorporating emotional intelligence into everyday situations? Purpose: The purpose of the research was to conduct an analysis among secondary school students of one of the secondary schools and to establish their experience of emotional intelligence. Students had the opportunity to be educated about emotional intelligence during preventive workshops over the past month. Method: For the purpose of the research, we conducted a quantitative analysis among randomly selected secondary school students who participated in the research voluntarily. Results: Based on all the obtained results, we concluded that students in higher year classes were more emotionally intelligent, which contributed to better communication with each other, better relationship and well-being in the classroom. Society: The research considered the perception of emotional intelligence among young people as an opportunity for conducting potential preventive workshops, lectures and exercises both preventively and with the inclusion of content in the regular curriculum. Organization: Through a systematic review of the research and a review of the scientific literature in the field of emotional intelligence and adolescence, we concluded that secondary school students were familiar with this type of content and would like to include it in the study content. Limitations / further research: The research among secondary school students of one school cannot be generalized to the entire population of secondary school students. The study also lacked year 4 students, which were represented in the minority, since Novo mesto School Center has predominantly vocational education programs, which constitute of only three years of education. Further research will follow among secondary school teachers, namely on their knowledge and use of emotional intelligence in teaching.
其他摘要：Raziskovalno vprašanje (RV): Ali obstaja statistična pomembna razlika med dijaki različnih letnikov glede na počutje, komunikacijo in odnose v razredu z vključevanjem čustvene inteligence v vsakodnevne situacije? Namen: Namen raziskave je bil narediti analizo med srednješolci ene izmed srednjih šol ter ugotoviti njihovo doživljanje čustvene inteligence. Dijaki so v preteklem mesecu imeli možnost ob preventivnih delavnicah se izobraževati o čustveni inteligenci. Metode: Za namen raziskave smo naredili kvantitativno analizo med srednješolci, ki so bili naključno izbrani in so prostovoljno sodelovali v raziskavi. Rezultati: Glede na vse dobljene rezultate lahko sklepamo, da so dijaki v višjih letnikih bolj čustveno inteligentni, kar pripomore k boljši medsebojni komunikaciji, boljšemu odnosu in počutju v razredu. Družba: Raziskava obravnava zaznavanje čustvene inteligence med mladimi kot priložnost za iskanje potencialnih možnosti za izvajanje preventivnih delavnic, predavanj in izvedbo vaj tako kot preventivno kot tudi vključevanje vsebin k rednemu učnemu načrtu. Originalnost: S sistematičnim pregledom opravljene raziskave ter pregledom znanstvene literature s področja čustvene inteligence in mladostništva, smo prišli do spoznanj, da dijaki poznajo in si želijo tovrstnih vsebin vključevati k učnim vsebinam. Omejitve/nadaljnje raziskovanje: Raziskava med srednješolci ene šole ni mogoče posploševati na celotno populacijo srednješolcev. Omejitev raziskave je tudi nesorazmerno število dijakov 4 letnika, ki so bili zastopani v manjšini. To je posledica dejstva, da Šolski center Novo mesto izobražuje pretežno dijake poklicnih programov, ki zaključijo svoje izobraževanje v 3 letnikih. Nadaljnja raziskava s tega področja bo sledila med učitelji srednjih šol in njihovega poznavanja ter uporabljanja čustvene inteligence pri poučevanju.
关键词：emotional intelligence;adolescence;models of emotional intelligence;communication;interpersonal relationships
其他关键词：čustvena inteligentnost;mladostništvo;modeli čustvene inteligentnosti;komunikacija;medsebojni odnosi
