RECEPTIVE NON-VERBAL EMOTIONAL MANIFESTATIONS IN FUNCTION OF STUDENTS SCHOOL COMPETENCE
Qufli OSMANI, Teuta IDRIZI
Abstract
Emotional competence, defined as a receptive nonverbal emotional manifestation, such as the ability to recognize, understand, and express emotions is important in the context of its impact on students' competence in school. The purpose of this research was to examine the relationship between receptive nonverbal emotional manifestations and school competence.
The study sample consisted of 87 subjects (N=47 girls and N=40 boys). The experimental design exposed the experimental group to psychostimulative treatment, while the control group served to control the effect of relevant variables within the psychostimulatory variability. The decoding abilities of nonverbal emotional signals were measured through the Receptive Nonverbal Emotional Manifestation Test (DANVA) while social and school competencies were measured through the Socio-School Competence Scale (SCSS).
Contrary to expectations, no differences were found between boys and girls in emotional competence and academic self-efficacy. A link was established between all aspects of emotional competence and school competence, and it was shown that the competence to decode nonverbal emotional signals from fascial expression, was the only independent predictor of school competence. Better development of the ability to notice and understand, as well as to express and name emotions from fascial and intonative expression was associated with a significant increase in students' school competences. No correlation was found between emotional decoding by bodily expression and school competence. The results are discussed in the context of their impact on school competence and achievement and suggestions are offered for their implementation in the school system.
Pages: 115 - 123