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

• Ros Morente, Agnès ^[1] ; Coronel , Mónica ^[2] ; Ricard-Aranda, Maria ^[1] ; Solé-Llussà, Anna ^[1]
  1. [1] Universitat de Lleida

     Universitat de Lleida

     Lérida, España

     
  2. [2] Saint Kolbe University, United States
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 20, Nº. 56, 2022 (Ejemplar dedicado a: 1 de abril de 2022), págs. 93-118
• Idioma: inglés
• Títulos paralelos:
  • Analysis of the emotional vocabulary in a group of secondary education students
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• Resumen
  • español

    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.

  • English

    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.