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Title: Primerjava med različnimi generacijami gimnazijcev v poznavanju, razumevanju in kazalnikih čustvene inteligence : diplomska naloga Authors: ID Kosmač Vrabec, Manca (Author) ID Krivec, Jana (Mentor) More about this mentor... Files: RAZ_Kosmac_Vrabec_Manca_i2020.pdf (826,34 KB) MD5: B03FDF80FB550BDD924D3D2B77C6C522   Language: Slovenian Work type: Bachelor thesis/paper Typology: 2.11 - Undergraduate Thesis Organization: FUDS - School of advanced social studies Abstract: Čustva igrajo v posameznikovem življenju veliko vlogo. Vse bolj se prepoznava pomembnost čustvene inteligentnosti, tako v zasebnem kot poslovnem življenju, ki vključuje poznavanje in razumevanje lastnih čustev in čustev drugih, obvladovanje svojih čustev in upravljanje z medosebnimi odnosi. V nalogi je predstavljeno, kako različni avtorji opredeljujejo čustva, inteligentnost, čustveno inteligentnost in kako se je razumevanje slednje razvijalo skozi zgodovino. V teoretskem poglavju predstavljamo tudi značilnosti različnih generacij - generacije Y in generacije Z. V raziskavi nas je namreč zanimalo, ali različne generacije mladostnikov različno poznajo, razumejo in samoocenjujejo kazalnike čustvene inteligentnosti. Primerjali smo poznavanje, razumevanje in samoocenjevanje kazalnikov čustvene inteligentnosti med gimnazijci iz leta 2013, ki pripadajo generaciji Y, in gimnazijci iz leta 2020, ki pripadajo generaciji Z. Gimnazijci iz leta 2020 so pokazali višjo stopnjo poznavanja čustvene inteligentnosti in višje ocenjevali pomembnost nekaterih njenih elementov (koristnost razumevanja čustev drugih, poslušanja, poznavanja lastnih omejitev in sposobnosti in sposobnost sodelovanja z drugimi na delovnem mestu). Pri samooceni kazalnikov čustvene inteligentnosti so se gimnazijci iz leta 2020 v splošnem ocenjevali nekoliko višje kot gimnazijci iz leta 2013, konkretno so se za statistično značilne izkazale razlike pri storilnosti, samoobvladovanju, empatiji in družbenih spretnostih, pri samozavedanju in motivaciji pa razlike niso bile statistično značilne. Zadnji del naloge predstavi pomanjkljivosti te raziskave in morebitne možnosti za popravke in razvoj. Glavne pomanjkljivosti predstavljajo velikost in reprezentativnost vzorca iz leta 2013 in nekalibrirana anketa. Možnosti za nadaljnji razvoj je veliko, od širjenja raziskave skozi druge generacije, do širjenja skozi druge države in kulture. Keywords: čustva, inteligenca, čustvena inteligenca, gimnazijci, diplomske naloge Place of publishing: Ajdovščina Place of performance: Ajdovščina Publisher: [M. Kosmač Vrabec] Year of publishing: 2020 Year of performance: 2020 Number of pages: 54 str. PID: 20.500.12556/ReVIS-8137  COBISS.SI-ID: 29578243  UDC: 159.9 Publication date in ReVIS: 13.08.2021 Views: 1051 Downloads: 84 Metadata:    Cite this work Plain text BibTeX EndNote XML EndNote/Refer RIS ABNT ACM Ref AMA APA Chicago 17th Author-Date Harvard IEEE ISO 690 MLA Vancouver : Copy citation

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Emotions play a big part in a person's life. The importance of emotional intelligence is becoming more and more recognised both in one’s personal and professional life. Emotional intelligence includes recognising and understanding one’s own emotions and those of others’, managing one’s own emotions and managing relationships with others. In this paper we present different authors’ views and definitions of emotions, intelligence, and emotional intelligence, and how understanding of the latter has changed throughout history. In a theoretical chapter we also present the main characteristics of different generations - generation Y and generation Z. In the research we wanted to figure out whether different generations of young people have different levels of familiarity, understanding and self-reported levels of different aspects of emotional intelligence between the gymnasium students from 2013, who belong to generation Y, and gymnasium students from 2020, who belong to generation Z. Gymnasium students from 2020 have shown higher levels of familiarity with emotional intelligence and judged the importance of some of its elements higher (the usefulness of understanding the emotions of others, listening, knowing one’s own limitations and abilities, and the ability to work with others). In the self-report part, the gymnasium students from 2020 have shown statistically higher levels of productivity, self-control, empathy, and social abilities, but there were no statistically important differences between the self-reported levels of self-awareness and motivation. The final part of the paper presents weaknesses of this research and suggests possibilities for improvement and further development. The main weaknesses are the size and representativity of the 2013 sample, and the uncalibrated questionnaire. There are a lot of options for further development, from widening the research across more generations, to widening it across different countries and cultures.

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