Affective-Cognitive Indicator of Emotional Intelligence Formedness in High Schoolers With Intellectual Disabilities

Abstract

The aim is to determine the peculiarities of the affective-cognitive indicator of emotional intelligence in high schoolers with intellectual disabilities. Materials and methods: The study, which was conducted during 2019-2020, involved 76 high schoolers in the age of 14-17 who studied in the 7-9th grades in Kyiv schools (Ukraine) (45 high schoolers with intellectual disabilities and 31 high schoolers with normative development). The diagnosis of the high schoolers’ ability to perceive, understand and identify emotions; to assimilate emotions in thoughts, to stimulate thought processes with the help of emotions was carried out. The Mayer-Salovey-Caruzo Emotional Intelligence Test, adapted for children with intellectual disabilities, was used. Results: Insufficient formedness of the affective-cognitive indicator of emotional intelligence in high schoolers with intellectual disabilities has been determined: a decrease in the level of perception of emotions by expression; superficial perception of expressive features, vagueness of ideas about them; insufficient differentiation of the constituent elements of the emotional model; difficulties of orientation in a set of emotional signs of different modalities; lack of understanding of social emotions and the content of a moral act. Conclusions: It has been proven that the low state of formedness of the affective-cognitive indicator of emotional intelligence results in significant difficulties that arise during interaction with each other, and this affects primarily the further socialization and integration into society.