A CROSS-SECTIONAL STUDY OF SOCIAL SCIENCES STUDENTS' CONFLICT RESOLUTION, EMOTIONAL INTELLIGENCE, AND CRITICAL THINKING

Abstract

This article's goal is to examine how high school students' collaborative work is impacted by their emotional intelligence. Student learning is improved in a high-quality, all-encompassing education through the teaching-learning processes that are created in the student in a particular educational setting through teamwork and collaboration from the whole educational community. To accomplish the objectives of the skills envisioned in our educational system, the educational community should thus respect collaboration with our students. Finding ways to shift to an active approach that uses our emotional intelligence and emotions as the primary axis in addition to collaboration is crucial at the moment in order to address challenging situations proposed by the teacher or problematic situations of their context. Difficult circumstances suggested by the instructor or troublesome circumstances in their environment. Additionally, we will study the four pillars of emotional intelligence: knowledge, aptitude, depth, and emotional alchemy. These pillars are associated with self-regulation, empathy for others, social skills, and an awareness of our own emotions. Lastly, important advances in collaborative work and emotional intelligence are accomplished.