| Abstract [eng] |
Research Purpose: revealing the relationships among younger students’ subjective wellbeing at school, emotion comprehension and nonverbal intellectual abilities. 66 fourth-grade students (34 girls and 32 boys) from one city general school participated in the study. The participants’ age range was 9-11 years old. The fourth-graders’ subjective well-being was assessed using a questionnaire created by the researcher. The students’ subjective well-being questionnaire includes social and emotional wellbeing dimensions. Participants’ emotion comprehension was assessed using the Assessment of Children’s Emotion Skills questionnaire. The questionnaire was translated and adapted for use in the Lithuanian cultural context by a doctoral student at Vytautas Magnus University, Šarūnė Magelinskaitė-Legkauskienė. Respondents’ nonverbal intellectual abilities were assessed using Raven’s Colored Progressive Matrixes Test set. The results showed no differences between 4th-grade boys and girls in subjective wellbeing at school. There were also no significant differences in well-being among students from different classes. However, there were significant differences in well-being based on relationships with peers. Participants’ ability to understand emotions did not significantly differ for different genders; however statistical trend shows the girls’ higher abilities. There were no statistically significant differences in emotion comprehension for students from different classes. There were no significant differences in nonverbal intellectual abilities between different genders and students from different classes. Fourth-graders’ subjective well-being was not related to emotion comprehension. Their subjective well-being was related to nonverbal intellectual abilities. With increases in nonverbal intellectual abilities, the students’ subjective well-being improved as well as their evaluations of relationships with teachers and subjective emotional well-being evaluations. Yunger students’ nonverbal abilities were found to be related to emotion comprehension. As the nonverbal abilities improved, the ability to understand emotions also increased. |
