Abstract:

The aim of this study is to reveal the relationship between primary school students' emotional intelligence and school refusal scores, and to examine the predictive role of emotional intelligence on school refusal. In the study, survey research design and correlational research design were used together. Survey research design was used to determine whether the emotional intelligence and school refusal scores of primary school students differ according to the gender variable, and the correlational research design was used to determine the relationship between school refusal and emotional intelligence in primary school children. In the study which was conducted with 266 primary school sophomores selected by cluster sampling, sampling proportional to size, and appropriate sampling method, "Sullivan Emotional Intelligence Scale for Children" and "School Refusal Assessment Scale" were used as data collection tools. Independent Samples t test, Mann Whitney U Test, Pearson Product-Moment Correlation Coefficient and Linear Regression Analysis were registered in accordance with the sub-problems examined during the research process. Negative significant relationships were found between primary school students' emotional intelligence score levels and school refusal scores. However, it was observed that the change in the emotional intelligence sub-dimension scores of primary school students had an inversely proportional effect on their school refusal scores. As a result of the research, it was determined that the emotional intelligence levels of primary school students significantly predicted school refusal. Based on this finding, it was concluded that increasing the emotional intelligence levels of children would decrease the risk of school refusal.

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