Emotional intelligence as an influence for improving social skills in primary school students

Abstract

This study aimed to analyze the influence of emotional intelligence on the improvement of social skills among sixth-grade elementary school students at a public school in Tizayuca, Hidalgo. A mixed-methods approach was adopted, combining quantitative and qualitative methods. Emotional intelligence was assessed using the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV), while social skills were measured using the Arnold Goldstein Social Skills Checklist. The results revealed a significant correlation between emotional intelligence and social skills, showing that students with higher emotional intelligence tended to have a broader repertoire of social skills. However, areas of improvement were identified in areas such as stress management and emotional expression, which were reflected in difficulties in social skills such as conflict resolution and effective communication. The implications of these findings for educational practice are discussed, highlighting the importance of implementing programs that promote the development of emotional intelligence and social skills in childhood.