Analysis of the emotional vocabulary in a sample of secondary education students

  1. Ros Morente, Agnès 1
  2. Coronel , Mónica 2
  3. Ricard-Aranda, Maria 3
  4. Solé-Llussà, Anna 4
  1. 1 Pedagogy and psychology Department, University of Lleida
  2. 2 Saint Kolbe University, United States
  3. 3 Mathematics Department, University of Lleida, Lleida
  4. 4 Special didactics Department, University of Lleida
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2022

Título del ejemplar: 1 de abril de 2022

Volumen: 20

Número: 56

Páginas: 93-118

Tipo: Artículo

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

Introduction.  Numerous studies prove the importance of emotional intelligence in promoting emotional regulation, self-knowledge, empathy and the ability to develop strong social relationships.  Some of them highlight the fundamental role of emotional vocabulary, being the good development of this a key factor to name, interpret and regulate our emotions correctly.  Method.  This study focused on knowing the differences in written expression of short-term emotional vocabulary according to age and gender, in a sample of high school students between 12 and 16 years old, with a total of 442 participants, belonging to the region of Lleida, Spain.  Results. The results showed that there was a significant increase in the number of negative words as age increased, as well as a significant decrease in ambiguous words.  Differences were also detected in the expression of emotions according to gender, with girls reporting a greater number of both positive and negative words.  Discussion and Conclusion.  In conclusion, this study proves that there are differences in the expression of emotional vocabulary according to the age and gender of students.

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