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PSYCHOLOGİCAL İSSUES OF DEVELOPİNG EMOTİONAL ATTİTUDES
AND EMOTİONAL: İNTELLİGENCE İN STUDENTS
Firangiz Babayeva1
Abstract: The article analyzes the ways and means of developing emotional intelligence in students.
The study investigated the possibilities of reducing various stress factors during the implementation
of programs related to emotional intelligence. The study showed that there is a positive relationship
between the levels of negative emotions and the level of emotional intelligence. This relationship
is signicant at the p=0.05 level with a low level of negative emotions. It was found that the higher
the ability to manage emotions and manage the intrapersonal state, the less negative emotions are
observed in the behavior and actions of students.
Keywords: emotional intelligence, negative emotions, management of emotions, social relations of
demands
Introduction
In recent decades, interest in the problem of developing emotional intelligence in demands
has dynamically increased. This is explained by the fact that in the modern era, in the process
of formation of mental functions, in the development of personal formations and psychological
processes, qualitative changes occur - cooperation, orientation to the world of people, interpersonal
communication and spiritual representation. However, in the development of emotional intelligence, a
number of processes play a barrier role, making the manifestations of emotional intelligence difcult
(Jabbarov et al, 2023).
1 PhD student at Odlar Yurdu University, Baku, Azerbaijan,
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Researchers put forward the concept of “emotional intelligence” in accordance with the
understanding of emotions. This concept is dened as the ability to act with the internal environment of
one’s feelings and desires (Hujeroo, 2018), the ability of the individual to understand the relationships
that can be represented in emotions, and to manage the emotional sphere based on intellectual analysis
and synthesis (Mayer and Salovey, 1994; Joseph and Newman,2010; Aghajani et al, 2014), and as a
set of emotional, personal, and social abilities that affect the overall abilities of the individual to
effectively cope with the demands and pressures of the environment (Bar-On, 2000).
Emotional intelligence is the ability of a person to understand and manage his own emotional
experience, as well as the ability to understand the emotions of other people and to be adequate
in emotional situations (Goelman, 2009). Emotional intelligence includes self-regulation, impulsive
control, self-condence, self-motivation, optimism, communication skills, and the ability to build
effective relationships with other people (Zvonova, 2018; Jabbarov et al, 2023). Studies show that
although the favorable external environment is the basis for the development of emotional intelligence,
the adequacy of the internal psychological state, including the emotional state, is important. Aggression
as an internal factor slows down the manifestations of emotional intelligence, and in some cases
prevents its expression.
Literature review
Currently, there are several theories of emotional intelligence (Meyer and Salovey, 1997;
Caruzo and Salovey,2004). Of these approaches, the theory is most widely used in the study of
emotional intelligence (Lyusin, 2004). The theory of emotional intelligence developed by researchers
Meyer (1997), Salovey (1997) and Caruso (2004) includes a number of components. These include
components such as perceiving emotions, understanding emotions, managing emotions and using
emotions (Lyusin, 2004). The results of the studies show that emotional intelligence is related to
temperament and adaptation. At the same time, it is clear that the predominance of negative
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emotionality in a child can attract additional attention from adults against the background of possible
problems and threats (Roberts, et al., 2004; Jabbarov et al, 2020). It is also known that a high level of
emotional intelligence is negatively related to negative emotions and positively related to extraversion
(Blanco, et al.. 2016). However, there are no specic studies on the topic. Although a single universal
denition of emotional intelligence (EI) has been debated for decades (Cherniss, 2010), its relevance
to personality is widely accepted (Orchard et al., 2009; Roberts et al., 2008). Several researchers have
investigated the relationship between emotional intelligence and personality, but with mixed results.
The Big Five, the most popular personality trait model, has been claimed to be the strongest measure
of openness to experience and its relationship with emotional intelligence, while several studies have
shown the lowest correlation with openness to experience (Dawda & Hart, 2000). In addition, some
studies have found that extraversion and emotional stability are positively correlated with emotional
intelligence. showed a positive relationship (Vachon, et al, 2014; Mc Crae, 2000).
Various studies have shown that emotional intelligence is related to various personality
constructs (O’Connor et.al., 2019 : Resurrección et.al.,2019). However, previous studies have yielded
mixed results, with some studies showing that neuroticism has the strongest relationship with
emotional intelligence. Other studies have provided no evidence of its relationship with emotional
intelligence (O’Connor et.al., 2019 : Resurrección et.al.,2019). In addition to previous studies, implicit
aggression is not related to self-reported aggression, and therefore aggressive individuals believe that
they manage their emotions well, while self-reported neurotic individuals do not show a relationship
with emotional intelligence (Hyejoo J Lee, 2018).
In addition, different psychological aspects have been identied in the management of
emotions. In studies, emotions are evaluated as a set of experiences, physiological and behavioral
reactions that occur over a certain period of time. (Mauss, et al., 2005). This occurs when a person
evaluates a situation as a threatening situation for him (Mauss et al., 2007). Emotional regulation
occurs when people support, suppress or strengthen their emotional experience and expression
(Bridges, et al., 2004; Calkins, 2011; 2002; Rottenberg & Gross, 2007).
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Methodology
The aim of our study was to determine the relationship between the levels of emotional
intelligence and levels of aggression in demands. For this purpose, a quantitative and qualitative
sample was used. The research approach used the example of releasing aggression through the
development of emotional intelligence. The quantitative approach was taken as the methodological
direction in the research ( Denzin and Lincoln, 1994 ). Quantitative information is information about
quantities and therefore numbers, while qualitative information is descriptive and refers to observable
but unmeasured phenomena, such as language ( Denzin and Lincoln, 1994 ). In addition, we can
learn that the relationship style can explain the expected negative relationship between emotional
intelligence and aggression within the framework of the variable-centered approach. This is because
individuals with a high level of psychological resources feel secure and can suppress aggressive
behavior for the sake of the well-being of others, and can prevent aggressive behavior by caring about
their concerns ( Maria et.al., 2022 )..
Data collection
The research began with an empirically obtained and validated approach to the problem;
then, permission was sought from the educational institution to obtain the information through
the documentary presentation required by the competent authority. After agreement, the tools
were applied so that the data could be entered into the SPSS 22 statistical software for differential
analysis in accordance with the proposed objectives. After processing, they are clearly presented and
summarized in tables with the necessary analysis and comments.
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Results
In order to determine the differences in emotional intelligence between girls and boys with
levels of negative emotions, we divided the sample into 2 groups according to the gender of the
respondent, and differences in emotional intelligence were found in each group. For this, the non-
parametric criterion Kruskal-Wallis criterion was used. Because our sample does not correspond to a
normal distribution. The results of calculations for this criterion are presented in Table 1.
Table 1.Indicators of the statistical results of emotional intelligence of demands with different
aggressive levels
Components Low levels
of negative
emotions (average
indicators)
Moderate level
of negative
emotions (average
indicators)
High levels of
negative emotions
(average indicators) H P
Understanding one’s own
emotions
146, 5 273,5 156.4 11.50 0.038
Managing emotions 170,8 340,4 48 17.66 0.005
Expression coefcient 149,2 360, 2 56 8.04 0.029
Managing emotions 144,5 336,4 48.8 15.68 0.005
Understanding emotions 164 260,0 147.8 10.24 0.019
Intrapersonal EI 130,9 390,0 97.3 12.76 0.016
General EI level 173 383.0 110 12.23 0.048
Self-motivation 129,5 370.0 92 14.22 0.005
Managing the emotions of
others
118,2 264,9 138 6.82 0.038
As can be seen from Table 1, the indicators of emotional intelligence are prominent at all
levels of negative emotions that are expressed in the requirements. Students with high levels of
negative emotions have a low level of understanding their own emotions and the emotions of others.
Otherwise, understanding and managing their own emotions is characterized by low levels of negative
emotions. In addition, the self-actualization methodology was used to determine the relationship
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between aggression and emotional intelligence. The goal is that self-actualizing people have high
levels of emotional intelligence and determining its relationship with aggression makes it possible to
detect indicators of emotional intelligence with aggressive behavior.
Table 2. İndicators of correlation relationships between students’ levels of negative emotions and self-
actualization
Note: * correlation is signicant at the 0.05 level (2-way relationship).
As can be seen from Table 2, there is a positive relationship between the levels of aggression
and the level of emotional intelligence. This relationship is signicant at the p=0.05 level. However, there
is a positive relationship between the high level of aggression and the level of emotional intelligence of
students. This relationship is signicant at the p=0.05 level. This fact shows that there is a relationship
between the levels of emotional intelligence at both levels of aggressiveness of demands. Although a
dependence is observed here, the presence of the same result on both criteria makes this dependence
insignicant. As can be seen, there is a signicant relationship between the subcomponents of
emotional intelligence and the scales of self-actualization. However, these relationships showed that
some components are correlated with the aggression scale. This fact conrmed the results of the
previous test and it can be concluded that there is a correlation between the self-actualization of
requirements and their emotional intelligence, and this relationship in each case is more pronounced
against the background of reducing aggression. This fact is more prevalent in female students, which
also shows that girls prefer to get a diploma rather than self-actualization. From this we can conclude
that students’ self-actualization can be implemented using the necessary motives for developing it. So
Levels of negat ive e motions Self-actualization Average indicators
High
Low
128
0.123*
0.166*
0.023
0.154
0.086
120
1
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the approach we propose is justied. Thus, the path to increasing emotional intelligence is one of the
main conditions for the liberation of aggression. This should be taken into account.
Disscsion and Consilsion
Our research has shown that the relationship between emotional intelligence and aggression
is not entirely, but rather there are relationships corresponding to the substructures of emotional
intelligence and some forms of aggression. Overall, the results of this study are conrmed by a number
of studies. Thus, it has been conrmed that emotional intelligence also signicantly predicts aggression
(Behrouz et.al., 2008). The results of this study indicate that there is a signicant relationship between
emotional intelligence and aggression. Therefore, it is important to use appropriate training programs
to develop emotional intelligence, which can lead to social development and the development of
interpersonal relationships (Behrouz et.al., 2008; Maxwell & Moores, 2008); Robazza et.al.,2004;
Ramiz and Vakil,2020).
Although there are correlation indices in a number of studies, according to our study, these
facts do not coincide in some. Thus, negative relationships have been identied between variables
of aggression and signicant aspects of emotional intelligence. That is, a decrease in emotional
intelligence creates the basis for an increase in aggression. The results of this study are in agreement
with those of Parker et al., who found that high emotional intelligence may be protective of mental
and physical health, and that low emotional intelligence may be associated with signicant behavioral
problems (Parker et al., 2001). In many studies, high levels of empathy have been associated with low
levels of aggression (Maria et al., 2022). These ndings are consistent with our study. The results
showed that there was a negative relationship between emotional intelligence and aggression (p <
.001), particularly for the hostility and anger and aggression subscales (p < .001). It was also found that
signicant gender differences were observed for emotional intelligence (p > .001). With the exception
of the physical aggression subscale, male students scored higher on the aggression scale than female
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students (p < .05). The results showed that emotional intelligence is a protective factor against specic
aspects of aggression. Therefore, appropriate management programs should be developed and through
them it is possible to prevent aggressive behavior by increasing various dimensions of emotional
intelligence.
In addition to all this, the effects of emotional intelligence on aggression in athletes have
also been studied. A study conducted by Balcıkanlı and Yıldıran (2011) showed that empathy increases
the level of thinking in football players as a commitment to sports, responsibility and increased levels
of compliance, respect for social norms and rules and control emerge. This study supports a negative
relationship between aggression and interpersonal skills [Balcıkanlı & Yıldıran, 2011]. There are
quite a few studies of this type and overlapping points are observed in each of them. The conclusion
reached in studies conducted with students is that the development of emotional intelligence reduces
the level of aggression in various forms and regulates interpersonal relationships (Vakil, 2020).Our
study showed that the subcomponents of emotional intelligence of the demands The higher the ability
to regulate the external and internal manifestations of emotions, the less likely it is to react to external
stimuli, including aggressive behavior. Also, the higher the ability to control emotions, the lower the
reaction of resentment and hostility towards people around them (Jabbarov et.al,2023; Vakil, 2020).
The more developed the ability to control one’s own and others’ emotions, to express emotions
that are appropriate in certain situations, the less likely it is to react aggressively to the stimuli that
arise. A high level of emotions and managing the emotional state of other people reduces hostility
towards others. The higher the ability to control one’s own emotions and the emotions of other people,
as well as their understanding, the less likely it is to manifest aggression to stimuli (Jabbarov et al.
2020).
The higher the level of intrapersonal and interpersonal emotional intelligence, the less hostile
reactions to demands from others. The more developed the indicators of intrapersonal emotional
intelligence in students, the less aggressive reactions they have in their actions. The higher the level of
understanding of their own emotional manifestations and the emotions of other people, their control
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over them, the establishment of causal relationships between the manifestation of emotions and the
causes that cause them, the less negative reactions students repeat. Summing up the research and its
results, it can be concluded that there is a signicant relationship between the indicators of emotional
intelligence and aggression in students.
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