Reduced Emotional Intelligence in Children Aged 9–10 caused by the COVID-19 Pandemic Lockdown

Reduced Emotional Intelligence in Children Aged 9–10 caused by the COVID-19 Pandemic Lockdown. Katya Martín-Requejo, Sandra Santiago-Ramajo. Mind, Brain, and Education, September 3 2021. https://doi.org/10.1111/mbe.12297

Abstract: It is necessary to know the influence of the current pandemic situation on children's emotional intelligence (EI). Therefore, this study aimed to analyze the difference in 34 Spanish children's EI (aged 9–10) caused by the lockdown. EI was measured with the BarOn Emotional Intelligence Inventory (EQ-i:YV). Results have revealed a reduction in EI, specifically on intrapersonal, interpersonal, and adaptability scales (all p < .01). Thus, the study highlights the negative influence of lockdown situation on children's EI and considering the impact this may have at a cognitive, social, or academic level, it would be convenient to promote its development at school.

DISCUSSION

This study has revealed a reduction in EI and intrapersonal, interpersonal, and adaptability scales. This pandemic situation is having a negative impact on children's emotions (Berasategi et al., 2020; Kontoangelos et al., 2020; Liu, Huang, Shi, & Lu, 2020) and this study shows that this, in turn, negatively impacts on children's EI. Because children are more vulnerable to negative effects in adverse situations, it could explain the observed reduction (Yan Jiao et al., 2020). Therefore, these authors highlight that the prolonged situation they have had to deal with during the lockdown has increased negative emotions, favoring the reduction of EI. In contrast to previous studies (Berasategi et al., 2020; Kontoangelos et al., 2020; Liang et al., 2020; Wang et al., 2020a; Wang et al., 2020b), stress management has shown a slight improvement but no significant difference. These results could indicate that children have had to assess the stressful situation and make a cognitive effort to try to minimize its emotional impact (Echavarría, 2012).

Low levels of EI decrease well-being and academic performance (Extremera-Pacheco & Fernández-Berrocal, 2004), which highlights the need to enhance EI development in all children affected by this pandemic situation. Therefore, it is necessary to develop personal resources and transversal skills that allow for an effective confrontation of this situation (Allodola et al., 2020). The school represents a key in this process, because in addition to promoting academic development, it also influences the socioemotional development of students (Wang et al., 2020a; Wang et al., 2020b).

The main limitations of the study are the small sample size and that EQ-i:YV was applied under different conditions (because of the lockdown). Therefore, the results can only be generalized to children aged 9–10 years, so for future studies, it would be convenient to study other age groups in a larger sample and carry out data under the same conditions.

The study concludes by highlighting a decrease in children's (aged 9–10) EI and its scales (intrapersonal, interpersonal, and adaptability) after the lockdown by COVID-19. The pandemic situation, in addition to cognitive and academic aspects, is also affecting student's EI, so it would be advisable to enhance its development at school. Thus, the possible consequences that low levels of EI may have on cognitive, psychological, or academic processes could be mitigated.