Adolescent Emotional Intelligence Development: A comparative Analysis of Rural and Urban

Schools and its pedagogical importance.

This paper details a study conducted in two educational institutions in Bogotá, Colombia. The
primary aim was to compare the levels of emotional intelligence in both institutions (rural and
urban) to suggest educational interventions for fostering the development of such a skill. The
study involved 222 students aged between 12-18 years, enrolled in grades six through eleven.
Data was gathered using the Reuven BarOn EQi-YV Emotional Intelligence Inventory. The
results indicate that the emotional intelligence levels among students from both institutions
exhibited minor variations in self-perception, intrapersonal relationships, adaptability, and stress
management. Notably, the urban educational institution demonstrated a commendable emotional
quotient with an overall average. Among the 111 surveyed students, 72.8% exhibited the trait,
whereas in the rural institution, the figures were notably lower, averaging 51.1% among an
equivalent number of students. A comparison of these statistics highlights the need for
educational interventions in both institutions to promote the comprehensive growth of emotional
intelligence.
Key word: Competition, rural setting, urban setting, educational institution, Emotional
intelligence

Introduction
Emotional intelligence plays a crucial role in making assertive decisions, fostering
empathy, respect, and enhancing skills like assertive problem-solving, critical thinking, and
analytical reasoning. However, the COVID-19 pandemic has led to a gradual decline in this skill.
The World Health Organization (WHO) (2020) noted that COVID-19 has had a negative impact
on global mental health, particularly affecting emotional intelligence in children and adolescents.
Caballero and Campo (2020) proposed that the pandemic has heightened stress, anxiety,
uncertainty, fear, and boredom, directly impeding the development of emotional intelligence in a
significant portion of the youth worldwide. Reports and studies frequently highlight deteriorating
behavioral patterns, a lack of empathy among students, and inadequate emotional regulation in
daily life. These issues are pervasive and may be attributed, in part, to the insufficient
acknowledgment and cultivation of emotional intelligence.
Regarding emotional intelligence, Molero et al. (2020) It is emphasized that this enables
the enhancement of children's social and emotional development. Montecino and Muñoz (2019),
Gonzales et al. (2021), and Zapata Alban (2023) emphasized that this capacity enables us to
recognize the interplay among emotion, cognition, and behavior. Apaza et al. (2023) expressed
that this competition aims to enhance quality and foster higher academic achievement among
students, particularly adolescents. In this regard, it could be stated that Emotional intelligence
enables students to make sound decisions and enhances the understanding of emotions, leading
to social and mental advantages. Conversely, emotional competence is regarded as:
 Self-motivation, perseverance, impulse control, delayed gratification, mood regulation,
and self-control are essential skills for personal development. Anxiety hinders our
rational faculties, as well as our capacity for empathy and trust in others (Goleman,
2018, p.36).
Gardner (1995) identifies assertive appropriation in education as part of emotional competencies,
enabling more informed decision-making and better self-control of emotions. Bradberry &
Greaves (2009) suggest that emotional intelligence aids in recognizing and understanding
emotions to manage recurring adverse situations in life. In the school setting, fostering emotional
intelligence entails enhancing decision-making processes. Emotional competencies could assist
students in their endeavors. Specific areas like self-awareness, self-regulation, self-motivation,
relationship management, and change management
Emotions are crucial in students' adjustment to school, involving the management of
contextual and personal variables that impact personal well-being, academic motivation,
and performance throughout the academic year (Usán & Salavera, 2018, p. 98).
Given the significance of this skill, educators should incorporate the cultivation of this
aptitude into their instructional methods to equip students with a range of self-regulation
strategies and emotional management techniques from a young age. As suggested by Gardner
(1995), this can be achieved through the integration of social and emotional learning into the
curriculum, fostering a holistic, comprehensive, and harmonious educational setting. Scholars
such as Molero et al. (2020) and Pulido and Herrera (2018) emphasize that enhancing emotional
intelligence offers a pathway for students to make sound decisions. Similarly, Narwal and
Sharma (2018) stress the importance of ongoing emotional intelligence training for students to
provide them with effective and timely tools for emotional regulation. Iñipe & Vásquez (2023).
The school environment is emphasized as a key factor in assisting students in recognizing and
valuing their emotions. Goleman (1995 and 2018) introduced a model consisting of five essential
elements for the personal and educational growth of adolescents: empathy, self-awareness, and
social skills. Similarly, Bar-On (1997) formulated a model focusing on emotional intelligence,
encompassing crucial aspects for maintaining emotional well-being. One of these aspects is the
interpersonal dimension, which involves empathy and cooperation with others.
At an intrapersonal level, students cultivate self-awareness and empathy. They also
demonstrate assertiveness in expressing emotions respectfully, embracing their strengths and
weaknesses, identifying skills and challenges that may arise in pursuing their objectives or
making choices in daily life. Moreover, adaptability enables them to distinguish between reality
and subjectivity, adeptly addressing issues while adapting to evolving circumstances. Stress
management entails effectively confronting challenges by regulating emotions and mood.
Overall, this domain underscores the significance of maintaining a constructive outlook across
diverse daily scenarios.
Gardner (1983) posits that emotional skills are part of human skills, which encompass
intrapersonal and interpersonal intelligence. Cachay León and Quispe (in Mayer and Salovey,
2004) categorize emotional skills into four components: perception, assimilation, understanding,
and regulation, relating to the management of emotions internally and externally. According to
Alonso, et al., (2022), focusing on understanding emotional intelligence in adolescents is crucial
as it significantly impacts social well-being. Rábanos, et al., (2020) emphasize the significance
of cultivating emotional skills to foster self-awareness of emotions.
This theoretical framework emphasizes the significance of growth. To gain a deeper
understanding of emotional skills, a comparative study is essential to analyze emotional
competencies among students in urban and rural educational settings. This research aims to
compare the emotional intelligence of high school students at the Álvaro Molina Institution in
Chaparral and the Rómulo Gallegos Bilingual High School in Bogotá. The study utilizes the Bar-
On survey to highlight differences in emotional regulation between rural and urban
environments. With these objectives in mind, this study aims to address the following question:
What are the emotional intelligence levels of high school students at the Álvaro Molina
Technical Educational Institution in Chaparral - Tolima and the Rómulo Gallegos Bilingual High
School in Bogotá?
Method
A quantitative methodology was employed in the project's development. According to Hernández
Mendoza (2020), this approach is crucial for gathering precise data and offering a detailed
perspective on a phenomenon. Martínez & Mendoza (2020) propose that this technique
facilitates identifying similarities and discrepancies among variables based on the defined goals.
Participants
The study sample comprised 222 students ranging from sixth to eleventh grades at the
Álvaro Molina Technical Educational Institution and the Rómulo Gallegos Bilingual High
School. These students, aged between 12 and 18, included 111 urban residents and an equal
number from rural areas. The Álvaro Molina Technical Educational Institution is situated in the
Cañón de las Hermosas district within the municipality of Chaparral, Tolima-Colombia. It caters
to around 111 high school students spanning grades six to eleven, offering a comprehensive
education with a particular focus on agricultural techniques. Gallegos is a private educational
institution dedicated to educating children and youth for complete, holistic bilingual
development.
Methodology and Tools
The data collection process utilized the EQi-YV BarOn Emotional Quotient Inventory
survey, known as the Emotional Intelligence Inventory, authored by Reuven BarOn and adapted
by Ugarriza & Pajares del Águila (2004). According to Aparicio and Abadía (2019); Mendoza, et
al. (2021); and Del Canto and Silva (in Valencia and de Casas, 2019), the survey plays a crucial
role in gathering data to achieve the specific objectives of each study, particularly in testing
theories and behavioral models. The process involved four main steps: survey adaptation,
adjustment, administration, and analysis. The survey analysis will be detailed in the following
section.
Data analytics
The data examination was conducted using SPSS software, followed by a thematic analysis
comprising eight phases: 1) data organization and identification of key themes, 2) creation of
initial codes, 3) assignment of numerical values based on a scale, 4) arrangement of scores for
negative values, 5) assessment of response frequencies, 6) exploration of associations between
themes and study variables, 7) review of potential themes, and 8) definition, naming, and report
production of themes. Perosanz & José (2006) highlight its significance in research as it aids in
comprehending data for analysis. Initially, data from the online survey was transferred to an
Excel sheet, with everyone assigned a corresponding score and name as per the survey, followed
by writing. The report displayed in Table 1 below.
Table 1.

To analyze the abbreviated version of the Bar-On survey table, consisting of thirty
questions with four response options each, scales were developed based on the survey data and
Likert questions with four response options. The emotional coefficient total score ranges from
thirty to one hundred and twenty points. These scores were further divided into four categories of
approximately twenty-two points each: very low, low, adequate, and high. This categorization
aimed to enhance the analysis of questionnaire results. Similar categorization was applied to the
five dimensions, each comprising a minimum of six questions (intrapersonal, interpersonal,
adaptability, stress management, and positive impression) and a maximum of twenty-four points.
The four response options in each dimension were distributed across four points for each
estimated score category, ranging from very low to high, mirroring the approach taken with the
emotional coefficient.

Table 2
Down Table
The table displays the overall score, categorizing students based on their emotional
weaknesses. Scores falling between 30 and 52 indicate low levels for individuals with
pronounced emotional deficiencies. Similarly, scores ranging from 53 to 75 represent a low level
for those struggling with emotional comprehension and management; scores between 76 and 98
are considered adequate, while scores from 99 to 120 are classified as high, denoting students
with superior emotional development in the two research institutions involved. The subsequent
five columns assess the five dimensions of emotional intelligence, with scores categorized as
very low (6-9), low (10-13), adequate (14-17), and high (18-24). These scores will be compared
with the analysis of students from urban and rural institutions in the results.
 Results
Within this section, the research findings are delineated by categories. In all, four categories
surfaced from scrutinizing the data through intelligence quotient comparisons.
In this category, the emotional quotient of institutions was compared. It was found that urban and
rural institutions achieved a percentage of emotional intelligence quotient that positioned them in
the suitable category.
Table 3
Upon reviewing the percentages outlined in Table 3 of the emotional inventory, it was
observed that 75 students across both institutions fell within the low classification category,
constituting 35% of the total 111 students. Conversely, the limited presence of students
exhibiting high IQ performance was notable, with only 3 students from one institution meeting
this criterion. From a statistical standpoint, it can be inferred that 2.7% of urban institution
students demonstrate excellent emotional intelligence management, while the equivalent figure
for rural school students stands at 1.35%. These findings underscore the ongoing necessity to
prioritize educational and pedagogical efforts aimed at fostering emotional intelligence
development among students of these age groups. Encouragingly, the research team found that a
mere 1.35% of the total 222 students received a very low IQ classification upon data comparison.
Table 4
Comparison of emotional intelligence quotient concerning the intrapersonal dimension.
Table 4 displays the emotional intelligence coefficient concerning the intrapersonal dimension.
While there are no significant differences between the two schools, a higher percentage of
students fell into the low classification in both establishments. This suggests a lack of adequate
development in the intrapersonal dimension within both groups, potentially indicating a
deficiency in self-awareness among students. Buitrago et al. (2019) emphasize the significance
of the intrapersonal dimension, as adolescents need this skill to engage effectively with their
peers. Similarly, Jiménez et al. (2020) and Cáceres et al. (2020) align with our findings,
highlighting that students may encounter challenges in managing their emotions within their
social context.
In analyzing the emotional intelligence coefficient within the interpersonal dimension,
findings indicate that most students from the urban school reached an adequate level, comprising
50% of the participants. Conversely, 31% demonstrated low performance, 7% very low, and only
13% achieved a high level. Conversely, the rural school exhibited a notable disparity in
performance, with 60% reaching an adequate level, 19% low performance, and 2% very low
performance. Evidently, urban school students outperformed their rural counterparts in this
aspect, as 18% attained a high level of emotional intelligence.
 Table 5
Emotional Intelligence Quotient Comparison Related to the Interpersonal Dimension
When comparing the emotional intelligence coefficient related to adaptability across
different types of schools, the data indicates a similarity between the two institutions. Both
schools show similar percentiles: the urban school at 44% and the rural school at 43%. However,
the rural school achieved a higher percentile of 19%, surpassing the urban school's 10%. The
percentage difference is noteworthy as it signifies a lower level of adaptability. Specifically, the
urban school scored 27% while the rural school scored 32%. Subsequently, the rural school
scored a mere 9% compared to the urban school's 15%. These findings suggest that students in
both educational settings possess the necessary skills to navigate new circumstances.

Table 6
Emotional Intelligence Quotient Comparison Regarding the Adaptability Dimension

In a different context, upon comparing the emotional intelligence coefficient related to

stress management, it was evident that there is no significant disparity between the institutions.
Both fall within the high response category, each at 10%. The optimal level represents the
highest percentage in this dimension, with the urban school at 38% and the rural school at 57%.
Noteworthy percentages were noted in the low range, with the urban educational institution at
40%, surpassing the rural institution at 30%. Additionally, a mere 13% for the urban educational
institution and 2% for the rural institution were classified as very low.
Table 7
Emotional intelligence quotient comparison in relation to the stress management
dimension.
Overall, students from the urban school exhibited slightly better stress management
compared to students from the rural school. The IETAM school shows a higher percentage of
students in the two lowest stress management levels (low and very low), highlighting the
potential benefits of introducing initiatives or methods to enhance the students' stress-coping
skills. Usán et al. (2020) discovered a favorable correlation between emotional intelligence and
stress management, implying that students with elevated emotional intelligence can handle stress
more efficiently. Arango (2020) supports this notion, suggesting that.

Adolescents with superior stress management skills also exhibit elevated emotional
intelligence.
In a similar vein, Tacca, et al. (2022) highlighted that stress's adverse effects on
adolescents can impact health and hinder academic performance by elevating cortisol levels,
which disrupt brain functions associated with learning. Conversely, despite the absence of
institutional backing, some students assert that maintaining a positive attitude is a successful
approach to managing stress. Nevertheless, Mamani, et al. (2018) emphasize the significance of
emotional intelligence in stress regulation, enabling adolescents to comprehend and control their
emotions and sentiments. In severe instances, a deficiency in emotional intelligence may
heighten the likelihood of suicide. Considering the points, it is crucial for the IETAM school, in
particular, to introduce programs or tactics to enhance its students' capacity to effectively handle
stress.
he emotional intelligence coefficient comparison in relation to positive impression
dimension by school type reveals interesting insights. Notably, the urban school demonstrates a
lower percentage of students with very low positive impression (3%) compared to the rural
school (6%). Conversely, both schools score highest in the low positive impression category,
with the urban school at 57% and the rural school slightly higher at 61%. Interestingly, neither
institution had students in the high category. The urban school stands out with 33% in the
adequate category, while the rural school slightly surpasses it at 40%. It is crucial to note that
students in both schools faced challenges during evaluation.
Table 8 Comparison of Positive Impression Dimension by School Type
able 8 illustrates that urban and rural institutions achieved very similar percentages. In
both instances, the highest percentage is found at the low level, indicating a lack of positive
attitude and emotional self-control. It is noteworthy that no student falls into the high-level
category, possibly due to external influences like psychological and physical violence at home,
as noted by Mendoza, et al. (2021). They suggest that these influences can hinder impulse and
emotion management in challenging situations, resulting in a diminished positive impression.
Furthermore, some students exhibit an acceptable positive impression, with a slight prevalence in
rural institutions. Similarly, Yslado, et al. (2019) have demonstrated that most children and
adolescents assessed in Residential Shelters display a low level of emotional intelligence, which
may vary based on sociodemographic factors. Nonetheless, there exists a direct correlation
between this low level and positive impression.

In a comparable scenario, Gonzales, et al. (2021) identified notable variances in

emotional intelligence based on gender among adolescents aged 13 to 18 attending educational
establishments in Cajamarca, impacting the degree of favorable perception. Consistent with
Zapata Albán (2023), it is deduced that emotional intelligence does not correlate with aggression
in positive impression; specifically, the correlation between these aspects is minimal.
Considering this scenario, it is essential to implement precise interventions. Adolescents from
both institutions are encouraged to address emotional deficiencies and foster the development of
healthy relationships, along with a positive self-image.
 Discussion

The findings indicated that the urban school demonstrated a satisfactory emotional
quotient, while the rural school faced more significant challenges in this aspect. However, both
institutions, when assessed overall, fell short of the desired standards. Analyzing the percentages
in relation to student numbers, it is evident that students at the urban school exhibited a more
developed emotional quotient. This could be linked to the urban lifestyle, where students
frequently encounter situations requiring emotional intelligence. In contrast, one might assume
that students in rural areas, with a less bustling lifestyle, would have fewer opportunities to
utilize their emotional quotient regularly. Nevertheless, comparing these results with those of
Rodríguez, et al. (2020) and Buitrago, et al. (2019), who noted a low percentage of high-level
emotional management, suggests that these students may struggle with emotional
comprehension. The overall satisfactory emotional management in educational institutions
underscores the pressing need to advance educational initiatives. This includes implementing
problem-based learning, experiential learning, case studies, and task-oriented learning to
empower students to independently or collaboratively enhance their emotional intelligence in the
classroom.
However, the reasons behind the students' low scores in emotional intelligence quotient
regarding the intrapersonal dimension remain unclear. The data is noteworthy as out of 222
students, 60% (135) performed at a basic level in the assessment. Additionally, the research team
identified 35 students with low scores, indicating that a total of 170 students may have performed
at a basic level. 222 students who completed the emotional intelligence assessment lack
sufficient development in the intrapersonal dimension of their emotional intelligence quotient.
This deficiency is concerning as students need to cultivate this skill to interact socially and
negotiate with their peers. The incomplete development of this competency could be a
contributing factor to the ongoing behavioral challenges students are facing in the classroom.
Inadequate mastery of this skill may hinder students from forming positive relationships with
their peers, which are crucial for creating a conducive learning environment and promoting well-
being in the educational setting.
When analyzing the comparison results of emotional intelligence coefficients in the
interpersonal dimension, it is evident that the responses from students in urban and rural
institutions exhibit striking similarities. Notably, while there is a variation in the high category,
with 18% for urban establishments and 13% for rural ones, a more significant disparity is
observed in the low category, favoring urban institutions. Moreover, there is a resemblance in the
proficient management aspect, which is most pronounced in this dimension, showing a mere
10% difference. This suggests that the low classification range in both schools is narrow in
comparison to the higher percentages seen in the proficient and high categories. Consequently,
both institutions demonstrate a strong development of the interpersonal Interpersonal
relationships are crucial for individuals' well-being and personal growth, playing a significant
role in creating a positive learning environment. Fontanillas, et al., (2022) assert that these skills
are crucial for goal achievement and should be acquired gradually through meaningful peer
interactions. Consequently, there is a renewed emphasis on the necessity of suggesting strategies
for students to enhance their self-perception through methods like self-assessment, experiential
portfolios, reflections, and more. Regarding life, life projects, and life stories, when executed,
could result in students appreciating themselves and enhancing their self-esteem.
The analysis of emotional intelligence coefficients in relation to adaptability revealed a
consistent distribution of students across various levels, ranging from very low to high. Both
schools exhibited similar patterns, with the rural school showing a 9% higher rate of high
adaptability compared to the urban school. However, in the adequate range, both schools
performed similarly, suggesting a lack of fully developed adaptability among students. This
implies a potential lack of flexibility in facing new challenges and shortcomings in personal and
educational growth. These results underscore the importance of teaching adolescents how to
manage adaptability effectively, enabling them to navigate challenges in both their academic and
personal lives. Mamani et al. (2018) studied emotional intelligence development in adolescents
with suicidal thoughts, noting improvements in intrapersonal skills, stress management, and
overall mood, while struggling to enhance adaptability and interpersonal skills.
The year 2020 underscored the significance of social support from key individuals in
comprehending adaptability, enabling adolescents to effectively confront challenges and cultivate
crucial emotional skills for their well-being. Emphasizing adaptability as a fundamental
competency in the personal and academic growth of adolescents is therefore warranted. In
pursuit of this objective, the incorporation of case-based learning is deemed essential, as it would
engage students in devising ideas to address issues that are context-specific. Similarly,
integrating problem-based learning is advisable, as it would prompt the exploration of various
alternatives or solutions stemming from a central issue.
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