AFFECTIVE-COGNITIVE INDICATOR OF EMOTIONAL INTELLIGENCE FORMEDNESS IN HIGH SCHOOLERS WITH INTELLECTUAL DISABILITIES

Area of Science:

• Psychology
• Developmental Psychology
• Special Education

Background:

• Emotional intelligence is crucial for social interaction and integration.
• Adolescents with intellectual disabilities often face challenges in social-emotional development.
• Understanding specific emotional intelligence deficits is key to targeted interventions.

Purpose of the Study:

• To investigate the affective-cognitive aspects of emotional intelligence in high schoolers with intellectual disabilities.
• To identify specific challenges faced by these students in emotional perception and understanding.
• To compare emotional intelligence indicators between students with and without intellectual disabilities.

Main Methods:

• The study involved 76 high schoolers (ages 14-17) in Kyiv, Ukraine.
• Participants included 45 students with intellectual disabilities and 31 with normative development.
• The Mayer-Salovey-Caruzo Emotional Intelligence Test, adapted for intellectual disabilities, was utilized.

Main Results:

• Students with intellectual disabilities exhibited lower emotional intelligence, particularly in perceiving emotions through expression.
• Deficits were noted in superficial understanding of expressive features and vague ideas about emotions.
• Difficulties in differentiating emotional components and understanding social emotions were observed.

Conclusions:

• Underdeveloped affective-cognitive emotional intelligence in high schoolers with intellectual disabilities leads to significant social interaction difficulties.
• These emotional intelligence deficits negatively impact socialization and societal integration.
• Targeted support is needed to enhance emotional intelligence for improved social outcomes.