Empirical Investigation of Emotional Intelligence as a Factor in the

Efficiency of Communication with Adolescents

Kh. Rukhievа

, А. Mukhtarov

, S. Kulatova

, N. Abdumannotova

and M. Mukhtаrovа

Nаtionаl University of Uzbekistаn, Tashkent, Uzbekistan

Tashkent State University of Economics, Tashkent, Uzbekistan

Karshi State University, Karshi, Uzbekistan

Keywords Social Knowledge, Social Perception, Ability to Prosocial Behaviour, Self-Assessment, Emotions,

Motivation, Empathy, Intelligence

Abstract The significance and importance of studying the younger generation in modern society are undeniable. In our

country, great importance is given to fostering physically and psychologically healthy individuals, and various

programs are implemented to support the youth at both macro and micro-social levels. A notable initiative is

the program "For a Healthy Generation," established by the International Foundation "Healthy Generation."

The study of psychological characteristics of adolescence and youth is crucial, considering that the population

of Uzbekistan is currently 35 million people, with more than half being children under 18 years old.

1 INTRODUCTION

One of the contemporary researchers of emotional

intelligence, I.N. Andreeva, points out in her work

that the level of emotional intelligence development

in adolescence is linked to individual manifestations

of self-actualization. Moreover, a highly developed

intrapersonal emotional intelligence contributes to

natural emotional expressions and a positive self-

attitude, which, in turn, enable the establishment of

deep and close relationships with others [Stolyarenko

A.M. (2015)]. I.N. Andreeva, A.A. Aleksandrova,

and Yu.V. Davydova have found gender differences

in the intensity of emotional intelligence components

in adolescents. They unanimously agree that girls

tend to have a higher level of emotional intelligence

compared to boys. These researchers explain that in

girls, emotional intelligence is primarily associated

with cognitive processes related to understanding and

comprehending emotions, whereas in boys, it is more

related to the quality of interpersonal relationships.

Additionally, girls show a higher prevalence of

empathy, recognition of others' emotions, and a

general understanding of emotions. On the other

hand, boys demonstrate a higher prevalence of

intrapersonal emotional intelligence and its

component of "expression control."

Corresponding author

L.D. Kamyshnikova explored the structure of

emotional intelligence in adolescents concerning

social situations and concluded that effective

behaviour, which is closely related to communicative

competence, serves as a starting point in

understanding abilities reflecting emotional

intelligence. The author also states that behaviour in

social situations influences the formation of the

structure of emotional intelligence. Moreover, L.D.

Kamyshnikova emphasizes that the display of

emotional intelligence in various social situations is

linked to their frequency of occurrence, significance,

and prototypicality.

In Yu.V. Davydova's study, essential features,

structure, and characteristics of emotional

intelligence in adolescence were analysed, leading to

the conclusion that emotional intelligence in this age

group is a stable and heterogeneous category. Its

functions are to ensure activity success, optimize and

harmonize intrapersonal and interpersonal

interactions. The authors note that the development of

emotional intelligence and its essential features is

quantitative: during late adolescence, more children

demonstrate a high ability to recognize the emotions

of others and exhibit empathy.

RukhievÐ

r, K., Mukhtarov, A., Kulatova, S., Abdumannotova, N. and MukhtÐ

rrovÐ

r, M.

Empirical Investigation of Emotional Intelligence as a Factor in the Efﬁciency of Communication with Adolescents.

DOI: 10.5220/0012477800003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 83-88

ISBN: 978-989-758-687-3

The previously mentioned study by I.N. Andreeva

highlights that the development of emotional

intelligence in adolescents plays a significant role in

their adaptation to the social environment. The

author's assumptions are supported by the empirical

findings of O.I. Vlasova, which show that

"emotionally gifted" adolescents easily establish

relationships within a group, often assume leadership

roles, adapt well to new conditions, and contribute to

improving the socio-psychological climate within the

group.

O.V. Grebennikova's study focuses on social

competence (a more integrative concept than

communicative competence) in relation to social

intelligence in adolescents. Social competence is seen

as an integrative personal quality that includes

knowledge, skills, abilities, and competencies formed

during socialization, allowing individuals to adapt

and interact effectively in society. The study

identifies several behavioural, cognitive, and

emotional determinants of social response, which

influence not only social competence but also a

teenager's social development. These determinants

include social knowledge, social perception, accuracy

of social information processing, interpersonal

problem-solving skills, social responsibility towards

others, ability for prosocial behaviour, skills in self-

regulation and self-control, implementation of social

skills, and emotional regulation, including emotional

disorders such as anxiety, aggression, and depression.

The study concludes that social competence is

interconnected with social intelligence, where social

intelligence acts as a means of understanding social

reality, while social competence is the outcome of this

understanding. Furthermore, social intelligence is

considered the psychological foundation of

communicative competence, as indicated by

Emelyanov Yu.N.

In E.S. Ivanova's study, the correlation between

emotional intelligence and communication skills is

explored. The author examines this relationship

through self-assessment of emotional intelligence

levels using questionnaires and compares the data

with real communication skills, diagnosed through

communication tasks [22]. The concepts are seen as

highly similar, if not synonymous. The study reveals

that adolescents who can successfully identify

emotions from photographs may find it challenging to

verbally describe them, which is also associated with

low self-assessment scores of their communication

skills.

To summarize the points mentioned above, it can be

suggested that the relationship between emotional

intelligence and communication skills requires

further empirical research.

Conclusions on the Theoretical Review:

1. Interpersonal communication encompasses various

aspects such as informational, perceptual, and

interactive elements. It involves both verbal and non-

verbal information transfer, feedback processes,

communicative influence, and the presence of

communicative barriers.

2. Communicative competence is an integral

characteristic of effective communication. It involves

an individual's orientation towards specific

communication, deep awareness and experience, and

the ability to interact freely with others based on self-

understanding and understanding of others within the

dynamic development of interpersonal relations and

social environments.

3. The emotional aspect plays a significant role in

interpersonal interaction, including partners' mental

states, their relationships, and the presence of

empathy and shared experiences. Empathy, a key

component of communication, also relies on the

emotional resources of individuals.

4. Communication barriers arise when the

communication process is distorted. Psychological

barriers serve to protect individuals from the threat of

destructive influences. The emergence of socio-

psychological barriers can lead to communicative

aggressiveness.

5. The communicative component can be measured

using parameters such as communicative tolerance

(acceptance of others), empathy, goodwill, mental

stability in interpersonal relationships, low

impulsivity, aggressiveness, conflict, and the

presence or absence of communicative barriers.

6. Communication with peers is the leading activity

during adolescence, playing a crucial role in

psychological development and maturation. Through

communication and identification with others,

teenagers learn about themselves without losing their

own value and significance. In order to belong to a

significant group, teenagers may conform

conscientiously to the norms and rules of the group,

which may increase conformity to the peer group's

values and norms.

7. For a teenager, communication represents a

specific type of emotional content that provides a

sense of solidarity, emotional well-being, and self-

respect.

8. This paper proposes an interpretation of emotional

intelligence as the ability to understand and manage

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

one's own and others' emotions. Understanding

emotions involves identifying emotions, verbalizing

this identification, and establishing causal

connections (the factors influencing the emergence of

an emotion and its potential effects). Managing

emotions entails controlling emotional intensity, non-

verbal and verbal expression, and the ability to evoke

specific emotions when needed. This encompasses

the ability to apply these skills to both one's own and

others' emotions (interpersonal and intrapersonal

emotional intelligence).

All respondents' answers were converted into points,

and scale values were calculated according to the key

for each of the methods.

In accordance with the objectives of our work, we

need to determine whether there is a statistically

significant relationship between emotional

intelligence and the characteristics of the SPSS

package (version 13).

To begin with, we present the results of descriptive

statistics for all scales of the selected methods.

Descriptive statistics help quantify the study's results

(raw scores) using key statistical indicators.

Next, we will focus on a comparative analysis of boys

and girls in terms of emotional intelligence and their

communication characteristics with peers.

It is important to consider the outlined trends, for

which we will refer to the histogram depicting a

comparative analysis of emotional intelligence

indicators in boys and girls.

Figure 1. Comparative analysis of emotional intelligence indicators in boys and girls (Hall method) in 2021

Describing the histogram, one can observe that, based

on the data from N. Hall's methodology, indicators

related to empathy, recognition of others' emotions,

emotional awareness, and self-motivation appear to

be somewhat more prevalent among girls. These data,

as per the norms, indicate that the overall sample

possesses an average to high level of emotional

intelligence. Boys showed a slight advantage over

girls only in the scale of managing emotions.

However, it is important to reiterate that no

statistically significant differences were found on any

scale, thus making it difficult to draw definitive

conclusions. As our study utilized two methods to

diagnose emotional intelligence, let us now examine

D.V. Lyusin's method for a comparative analysis

based on gender.

In this case, statistically significant differences are

evident in the indicators for "understanding one's

emotions" and "management of one's emotions". It

appears that young men exhibit a larger sample in

these areas. For clearer representation, we present the

data in a histogram format.

Empirical Investigation of Emotional Intelligence as a Factor in the Efﬁciency of Communication with Adolescents

Figure 2. Comparative analysis of emotional intelligence indicators in boys and girls (D.V. Lyusin’s Method)

Thus, summarising the results obtained by two

methods aimed at diagnosing emotional intelligence,

it can be observed that certain characteristics of EI,

such as managing one's emotions and understanding

one's emotions, are more pronounced in boys than in

girls. Additionally, the emotion control scale was

more pronounced in young men according to both

methods, thereby confirming the trend observed.

Consequently, intrapersonal emotional spheres in

young men appear to exhibit higher development.

Next, we will proceed with a comparative analysis of

interpersonal communication indicators, such as

emotional barriers and acceptance/non-acceptance of

others, based on gender. It is important to note that

the results obtained from the method of diagnosing

communication barriers indicate either the absence or

low severity of emotional barriers among adolescents

in general. While a statistically significant difference

between girls and boys was found in the greater

severity of the emotional barrier "dominance of

negative emotions" in girls, the average value of 2.5

suggests a low severity of this barrier. Hence, the

dominance of negative emotions is not a constant

characteristic in girls' communication, and it does not

significantly impact

the sphere of interpersonal relations. This might be

attributed to the girls' higher self-criticism reflected

in their responses.

Regarding the criterion of acceptance/rejection of

others, no statistically significant differences were

found. The data obtained for the overall sample

indicate a high level of acceptance of others, with

slightly higher acceptance among girls compared to

boys. Nevertheless, due to the lack of statistical

confirmation, the obtained results are described only

at the trend level.

According to the standards provided by the authors of

the methodology, both boys and girls fall within the

range of moderate severity of intransigence.

Additionally, girls exhibited more pronounced

positive aggression, which implies assertiveness and

intransigence. The average conflict indicators in the

sample are almost identical for boys and girls,

indicating that it is likely a characteristic of this age

stage rather than a gender-specific feature.

Finally, the last characteristic of interpersonal

communication compared between girls and boys is

interpersonal dependence.

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

Figure 3. Comparative analysis of the conflict indicator in boys and girls

Indicators of interpersonal dependence were almost

identical in both boys and girls. Therefore, this

parameter of relationships appears to be gender-

nonspecific and likely a characteristic of the age

period. As per the norms (which differ for boys and

girls), the results for boys on the scales "emotional

reliance on others," "desire for autonomy," and

"dependence" fall within the range of medium

severity, while "self-doubt" exhibits high severity in

both boys and girls. Interestingly, the girls, according

to the norms, displayed a more pronounced desire for

autonomy, which could be attributed to cultural

factors or a lack of adaptation to our culture's norms.

Further research would be needed to unambiguously

interpret these results.

However, due to the lack of sufficient significance

levels for the overall indicator of interpersonal

dependence, we can conclude that there are more

similarities than differences between boys and girls in

this regard. This can be visualized in the following

figure.

In conclusion, the comparative analysis of boys and

girls revealed more similarities than differences. The

observed distinctions in emotional intelligence

indicate that boys are more likely than girls to

demonstrate awareness and skills in controlling their

own emotions, which can be seen as a developmental

area for their emotional sphere. On the other hand,

girls tend to focus more on understanding the

emotions of others, particularly empathy, albeit at a

more tentative level.

Figure 4. Comparative analysis of the integral indicator of interpersonal dependence in boys and girls

Regarding interpersonal communication, it was

observed that girls tend to display more positive

aggression (assertiveness, intransigence) and a

greater severity of the emotional barrier known as the

dominance of negative emotions. Additionally, the

desire for autonomy appeared to be more pronounced

among girls, based on the interpersonal dependence

questionnaire. However, the statistical significance

Empirical Investigation of Emotional Intelligence as a Factor in the Efﬁciency of Communication with Adolescents

level does not provide definitive conclusions on this

result, warranting further research. There were also

similarities in terms of interpersonal dependence

(especially on the scale of "self-doubt") and conflict

between boys and girls.

REFERENCES

Shavkat Mirziyoyev Speech of the President of the

Republic of Uzbekistan at the 72nd session of the UN

General Assembly on September 20, 2017 " People's

word", September 23, 2017 №192 (6886).

Vasilev V.L(2016). Legal Psychology. - SPb.

G'oziev E.G'(2010). Psychology of ontogeny. - T.:

Publisher.

Stolyarenko A.M. (2015). Applied Legal Psychology. - M.:

Uniti. -

Ruxieva X.A. (2012). Forensic psychological examination.

Tashkent. Elegant decoration/

Ruxieva.X.A. (2021). Psychoprophylaxis of juvenile

delinquency and suicide. -360 b. “Tashkent” “Drop of

thinking”

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR