Emotional Intelligence in School Children

Emotional intelligence (EI) helps school children identify feelings, interpret social cues, regulate reactions, and maintain constructive relationships. Parenting is one of the principal contexts in which these capacities are modeled and practiced, yet its influence cannot be understood only through adult reports. This article examines EI in relation to authoritative, authoritarian, permissive, and uninvolved parenting while giving particular attention to parental perceptions and their correspondence with children's experiences. Parents can report goals, routines, discipline, and perceived responsiveness; children provide information about how these behaviors are received and interpreted. Agreement may indicate a stable relational climate, whereas disagreement may reveal differences in expectations, communication, context, or emotional meaning. A blended analytical approach combines standardized child and parent measures with qualitative interviews to examine both statistical patterns and lived explanations. Evidence generally associates authoritative parenting with stronger emotional competence because warmth, predictable limits, explanation, and age-appropriate autonomy support emotion coaching and self-regulation. Harsh control, inconsistent boundaries, or emotional disengagement are more often related to poorer adjustment, although associations vary across cultures and family circumstances. The findings support multi-informant, culturally responsive assessment and coordinated family-school interventions. Longitudinal research is needed to clarify reciprocal influence and distinguish broad parenting styles from specific practices that can be changed.

Keywords: emotional intelligence, school children, parenting styles, parental perceptions, child perceptions, emotion socialization, blended analysis

emotional intelligence school children parenting styles parental perceptions child perceptions emotion socialization blended analysis