EEG Study of Emotional Intelligence Among Adolescents

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• 作者：Aliya Tolegenova^a ; ^{aliyatts@mail.ru" class="auth_mail" title="E-mail the corresponding author} ; Olga Aimaganbetova^a ; Danna Naurzalina^b ; Maira Kunanbayeva^a ; Nursulu Algozhayeva^a
• 关键词：emotional Intelligence ; educational process ; emotional rythms
• 刊名：Procedia - Social and Behavioral Sciences
• 出版年：2016
• 出版时间：5 February 2016
• 年：2016
• 卷：217
• 期：Complete
• 页码：801-805
• 全文大小：157 K

文摘

Much has been studied about Emotional Intelligence (EI), and it's impact on human behavior. However, psychophysiological basis of EI and it's interconnection with progress in studying process is still actual. EI components reflects the ability to regulate the emotions. Ability to regulate the emotions and to be involved emotionally is effective strategy of achievements in educational process. Purpose of present research is EEG study of EI among adolescents and it's interrelation with their achievements in educational process. Following methods were used: 1) TMMS questionnaire for EI; 2) EEG - electroencephalography Neuron Spectrum-1; 3) Grade Point Average (GPA) information was used as an indicator of educational achievement of the paricipants. As a result, present study showed that the reappraisal strategy of emotional regulation (by J. Gross, 2002), during educational task is significantly correlated with the scales of TMMS questionnaire (attention to emotion 0.185** and repair 0.237**), which reflects in left frontal gamma rhythm activation. In addition, theta rhythm well known as “emotional rhythm” has positive correlation with repair scale 0.239**. The effective emotional regulation strategy during educational process could lead the adolescents for better progress in their studies by using the emotions as major source of information. EI could be a predictor of success in perception and mastering the educational information, which supported by activity of left frontal gamma rhythm and theta rhythm oscillations.