engleski

Self-Perceived Emotional Intelligence, Social Suport and Paretal Acceptance-Rejection in Adolescents

The study examined differences in self-perceived emotional intelligence in male and female adolescents with differently perceived parental acceptance-rejection and social support. Parenting style was studied within the parental acceptance-rejection theory (Rohner, 1984) and discussed within the larger theoretical frame of recent models of family socialization and multisystems perspective (Fraser, 2004). Measures included self-reported parental acceptance (Rohner, 1984), self-perceived instrumental social support (Živčić-Bečirević, 1994) and self-perceived emotional intelligence (Delale, 2001 ; adapted from Takšić, 1998). Study participants were 675 high school freshmen from Zagreb, Croatia (298 females and 377 males). The most accepted (80 adolescents) and the most rejected (100 adolescents) were divided into categories with high or low self-perceived social support. Small number of rejected adolescents, at the same time with high self-perceived social support where considered resilient. There were significant differences in recognition of other’ s emotions among resilient female adolescents according to their perception of social support. As expected, regulation of emotions is better in accepted girls with perceived high social support compared to rejected girls, but self-perceived regulation of emotions is better in accepted boys if they perceived low self support at the same time. There were significant gender differences in perception of openness to emotions. Pathways related to contribution of parenting and social support as broader social environment in which the parent-child relationship is embedded, to self-perceived emotional intelligence of adolescents are discussed.

emotional intelligence; parental acceptance-rejection; social support; gender

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