https://creativecommons.org/licenses/by-nc-sa/4.0/La intelligence
eISSN: 1390-8146
http://revistasdigitales.utelvt.edu.ec/revista/index.php/investigacion_y_saberes/index
Everyday stress and emotional intelligence in times of
coronavirus
Estrés cotidiano e inteligencia emocional en tiempos de
coronavirus
Sent (24.09.2020). Accepted (02.03.2021)
ABSTRACT
2020 was a different year, complicated and of constant
uncertainty. This has also affected the child population.
Therefore, the aim of the study was to determine the
relationship between daily stress and emotional intelligence of
elementary school students. The type of study used was
descriptive correlational and the design was non-experimental -
transversal. The sample consisted of 166 students of both sexes,
from 3rd, 4th, 5th and 6th grade of elementary school in a public
school, for which a non-probabilistic sampling was used. The
instruments used for data collection were: the Daily Stress
Inventory for the first variable and the Bar ON ICE - NA Emotional
Intelligence Inventory for the second variable. The results
indicated that there is a negative relationship of 0.412 (rs =
0.412, p < 0.05) between both variables, validating the proposed
hypothesis. It was concluded that daily stress is inversely related
to the development of emotional intelligence, and that the
dimensions of emotional intelligence should be worked on to
reduce stress levels.
Keywords: Stress, Emotional Intelligence, pandemic, COVID 19
Flor María Galarza Salazar
Master in Educational Psychology,
Universidad César Vallejo, Lima, Peru,
Addition and Language Specialist,
fgalarzas@ucvvirtual.edu.pe,
ORCID: https://orcid.org/0000-0002-0490-
888X
Revista Científica Interdisciplinaria
Investigación y Saberes
Vol. – 11 No. 3
Septiembre - Diciembre 2021
e-ISSN: 1390-8146
17-30
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RESUMEN
El 2020 fue un año diferente, complicado y de constante incertidumbre. Esto ha
afectado también a la población infantil. Por ello, el objetivo del estudio fue
determinar la relación entre estrés cotidiano y la inteligencia emocional de los
estudiantes de educación primaria. El tipo de estudio que se utilizó fue el
descriptivo correlacional y el diseño No experimental – Transversal. La muestra
estuvo conformada por 166 estudiantes de ambos sexos, de 3°, 4°, 5° y 6° de
primaria de un colegio público, para lo cual se utilizó un muestreo de tipo No
Probabilístico. Los instrumentos para la recolección de los datos fueron: el
Inventario de Estrés Cotidiano para la primera variable y el Inventario de
Inteligencia Emocional de Bar ON ICE – NA, para la segunda variable. Los
resultados indicaron que existe relación negativa de 0,412 (rs = 0,412, p < 0.05)
entre ambas variables, validando la hipótesis propuesta. Se llegó a la conclusión
que el estrés cotidiano se relaciona de manera inversa al desarrollo de la
inteligencia emocional, debiéndose trabajar las dimensiones de ésta para un
menor alcance en los niveles de estrés.
Palabras clave: Estrés, Inteligencia Emocional, pandemia, COVID 19
1. Introduction
Since the beginning of 2020, the planet has been suffering from a pandemic that
has reached all continents, the world's attention is focused on how to avoid,
counteract and find a cure against COVID 19, as well as to face the economic
situation caused by social isolation. However, according to Henrietta Fore,
Executive Director of UNICEF, there are hidden consequences that are not being
taken into account, i.e., many children and adolescents are being silent victims of
the mandatory quarantine that prevents their normal social development;
thousands of families are being affected by human losses or illness due to the
spread of the Coronavirus (UNICEF, 2020).
All this, can directly or indirectly affect children and adolescents, leading them
unconsciously to a state of stress, health emergency measures such as distance
education and social isolation, have changed the daily routine of families, which
may represent cause of stress in children. In relation to this, (Martínez et al.,
2019), argue that the application of self-regulation strategies is necessary for the
prevention of stress in the educational environment, as well as the development
of coping strategies in the face of stressful situations. Likewise, (Oria, 2019;
Gómez & Monjarás, 2019) highlight that elementary level students present higher
levels of stress in the academic and social environment, areas of daily stress and
types of emotional coping are related to each other. For their part, (Puigbó et al.,
2019; López, 2019) argue that stress coping generates difficulty to emotional
intelligence, finding a relationship between stress and emotional intelligence in
reference to intrapersonal intelligence, while (Trianes et al., 2014) found the
relationship between daily stress and difficulties in interpersonal relationships. On
the other hand, (Chavarriaga et al., 2018), argue that academic stress can be
avoidable by identifying the factors in childhood and taking interim measures.
When we refer to stress, it is necessary to remember Hans Selye, who identified
it as a general adaptation syndrome, defining it as an adaptive response to various
stressors (Pérez, 2018). Likewise, for (Kanner et al., 1981; Suarez & Rosales, 2019),
daily stress is defined as the frustrations that arise in daily chores and that, due to
their accumulation, can lead to have an impact on the person's life, triggering
variations in the subject's mood such as depression, difficulty in socializing, low
performance and even health problems. Similarly, (Trianes, 2012), cited by
(Noriega, 2019), refers to children's daily stress as the difficulties and concerns
that occur daily in the environment of students, stressors of a daily nature that
can affect children are classified into three aspects: health problems; stress in the
school environment; and stress in the family environment.
Research on daily stress in students is important because it is associated with
socio-affective balance, interpersonal relationships, aggressive attitudes with
peers and negative attitudes in the academic context (Trianes et al., 2014;
Chiquillo et al., 2016). In other words, these aspects have been affected by school
closures and the abrupt interruption of school work, assumed in Peru and
worldwide since the beginning of 2020 (Alania et al., 2020; Lesmes et al., 2020;
Vargas et al., 2020). In the health field, there have been events such as the illness
of close relatives, medical procedures and concern about contagion when visiting
grandparents and the elderly (Götz, 2020). In the school environment, the closure
of schools limits social relationships, with teachers and peers, since distance
education has been chosen; as well as the scarce possibility of physical activities
and stress due to having to perform numerous tasks (Götz, 2020; Paricio & Pando,
2020). Regarding the stressors of the family aspect, problems in the economy,
family treatment, learning demands, academic performance, as well as fights
between parents and siblings are taken into account, which, given the context,
are increased by social isolation. We should not leave aside the aspect referring
to the management of emotions in our students, given the climate of uncertainty
that social isolation brings us (Suárez et al., 2020).
Taking into account the daily stress and its relationship with emotional
intelligence we refer to (Goleman, 1995), who argues that emotional intelligence
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is made up of a group of skills that lead us to success, and that is different from
IQ, dividing it into intrapersonal intelligence and interpersonal intelligence, which
allows us to recognize individual emotions and those of others, as well as their
processing, adjustment and control, managing and regulating our relationships
properly (Roca, 2013; Pulido & Herrera, 2017; Amasifuen et al., 2016). Therefore,
in these times of pandemic, this capacity acquires a primordial role to cope with
family, school and social coexistence. In this sense, for (Salovey & Mayer, 1990),
emotional intelligence is a capacity that allows us to observe our own feelings and
emotions, discriminating them in order to use this information in the orientation
of our actions and thoughts. Emotional intelligence allows social adaptation,
adequate communication, self-motivation, fulfillment of goals and objectives,
conflict resolution, empathy, which implies a lower risk of conflict behaviors,
violence, stress, depression and drug use (Fierro et al., 2019; Fernández &
Montero, 2016).
For (Bar-On & Parker, 2018) emotional intelligence is formed by the emotional,
personal and interpersonal skills that help every individual to cope with the
demands and pressures of everyday life. They, consider four aspects to take into
account: intrapersonal intelligence, interpersonal intelligence, adaptability and
stress management.
Given the pandemic situation, the need arises to go beyond pedagogical progress
and compliance with learning standards. It is of utmost importance to know how
children are in terms of their levels of daily stress and emotional intelligence,
taking into account that daily stress and emotional intelligence are relevant in the
integral development of students because they contribute to their personal and
social well-being. It is worth mentioning that it is necessary to detect in time the
emotional deficiencies that may be manifested in the classroom, for an adequate
follow-up of the students. This will allow an educational process that considers
the emotional aspect for the balanced development of the personality, with
primary values such as responsibility, tolerance, respect among others that will
lead to effective citizen participation (Iglesias, 2018; Valero, 2017; Dueñas, 2002).
Regarding daily stress, (González et al., 2014) consider it as a risk factor that can
lead to social and school maladjustment. Stress is the result of emotions and, in
turn, these emotions could be affected in their dimensions as a result of stress
(Aguilar et al., 2014).
Considering the previous approaches, according to the changes that have
occurred in this stage of pandemic and taking into account that the child
population is vulnerable to this context of health emergency, it is worth asking
the question: What is the relationship between daily stress and emotional
intelligence? Thus, this quantitative research seeks to determine the relationship
between daily stress and emotional intelligence. This study will provide important
information since, from the results obtained, it will be possible to decide the
pertinent actions to provide the appropriate support from the pedagogical and
tutorial action. Likewise, this study will have greater transcendence by serving as
a basis for other research relating emotional intelligence and daily stress with
other dimensions. Likewise, the results will be the basis for the planning of
workshops or programs according to the conclusions obtained from the study.
2. Materials and Methods
The research was carried out under the quantitative approach, with the
hypothetical deductive method, by means of hypothesis formulation, data
collection, and the use of statistics to obtain the results. Likewise, the design was
non-experimental and the type of study was descriptive-correlational, using
Spearman's Rho to find the correlation between the variables.
The population selected for the study consisted of elementary school students
from a public school in Lima. The sample consisted of 166 students of 3rd, 4th,
5th and 6th grade of both sexes (Table 1). The grade and age of the participants
were taken into account, from third to sixth grade and from 8 to 12 years old. Due
to the remote education situation, students who did not complete the
questionnaires and those who were out of age were excluded.
Note: n=166
Table 1 Sample distribution
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Valid
Third grade
26
15,7
15,7
15,7
Fourth grade
29
17,5
17,5
33,1
Fifth grade
45
27,1
27,1
60,2
Sixth grade
66
39,8
39,8
100,0
Total
166
100,0
100,0
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The variables measured in the study were daily stress and emotional intelligence.
The dimensions of the first variable are: health environment, school environment
and family environment. As for the second variable, its dimensions are:
Intrapersonal Intelligence, Interpersonal Intelligence, Adaptability and Stress
Management.
To measure the variable daily stress, the Children's Daily Stress Inventory - IECI by
Ma. V. Trianes, applicable to children from 1st to 6th grade, was used. It takes into
account three important areas of child stress: health, consisting of 8 items; school,
consisting of 7 items; and family, consisting of 7 items. With respect to test-retest
reliability, correlations of 0.61, 0.66, 0.67, in the IECI factors, and 0.80 in the total
stress score, were achieved over a three-month period. As for the internal
consistency, in the sample, it ranged from 0.62 for health and psychosomatic
problems to 0.81 for the overall stress score.
With respect to the emotional intelligence variable, the Ba-ron Emotional
Intelligence Inventory ICE: NA, adapted by Nelly Ugarriza for our country, was
used, which is applicable to children and adolescents between 7 and 18 years of
age. It consists of two forms, complete and abbreviated. For this study, the
abbreviated form was used, which has 30 items distributed in the four dimensions
intrapersonal intelligence, interpersonal, adaptability and stress management.
For the validity of the internal structure of the BarOn I-CE:NA abbreviated form
inventory, a principal components analysis with Varimax rotation was performed,
yielding 4 factors: intrapersonal, interpersonal, stress management and
adaptability. In the intrapersonal factor, the items have a factor loading between
.46 and .47. In the interpersonal factor, the items have a factor load between .52
and .70. In adaptability, the items have a factor load between .62 and .73 and in
stress management, the items have a factor load between .38 and .67. The
reliability of the scores was estimated by means of Cron Bach's alpha, obtaining
coefficients according to sex and age.
3. Results
Table 2 shows the levels reached by the sample in the daily stress variable. Of the
total number of respondents 94 of them, representing 56.6%, do not present
stress, while 43.4%, corresponding to 72 students, are in levels of mild and high
stress.
Note: n=166
Table 3 shows that only 17 students, 10.2%, present an adequate level of
emotional intelligence, while 70.5%, 117 students, are at a low level and 19.3%,
32 students, at a very low level.
Note: n=166
Taking into account the general hypothesis stated for the study "There is a
relationship between daily stress and the emotional intelligence of elementary
school students in a public institution" and according to the objective "To
determine the relationship between daily stress and the emotional intelligence of
elementary school students in a public institution", Table 5 shows that Spearman's
Rho coefficient was -0.412, which indicates that there is an average negative
correlation between the variables studied (rs = -0.412, p < 0.05).
Table 2. Daily stress level
Frequency
Percentage
Valid
Stress-free
94
56,6
Mild stress
60
36,2
High stress
12
7,2
Total
166
100,0
Table 3. Level of Emotional Intelligence
Frequency
Percentage
Valid
Adequate
17
10,2
Download
117
70,5
Very low
32
19,3
Total
166
100,0
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Table 4. Correlation between variables
INTELLIGENCE
EMOTIONAL
DAILY
STRESS
Spearman's Rho
DAILY STRESS
Correlation
coefficient
-,412**
1,000
Sig. (bilateral)
,000
.
N
166
166
EMOTIONAL
INTELLIGENCE
Correlation
coefficient
1,000
-,412**
Sig. (bilateral)
.
,000
N
166
166
**. Correlation is significant at the 0.01 level (bilateral).
Table 5 shows the correlation of the variable Daily Stress with the dimensions of
the variable Emotional Intelligence. With respect to the dimension Intrapersonal
Intelligence, a negative average correlation is observed (rs. = -0.341, p > 0.05). A
similar result is found in relation to the second dimension Interpersonal
Intelligence (rs. = -0.224, p >0.05). As for the Adaptability dimension, it also
reached a medium level of negative correlation, being the least significant (rs. = -
0.149, p >0.05). When correlating Daily stress with the Stress management
dimension, a negative correlation was also reached (rs. = -0.224, p >0.05).
Table 5 Correlation between Daily Stress and Emotional Intelligence Dimensions
INTRAPERSONA
L INTELLIGENCE
INTERPERSONA
L INTELLIGENCE
ADAPTABILITY
STRESS
MANA
GEMEN
T
DAILY
STRESS
DAILY
STRESS
Spearman
's Rho
Correlation
coefficient
-,341**
-,224**
-,149
-,224**
1,000
Sig. (bilateral)
,000
,004
,055
,004
.
N
166
166
166
166
166
**. Correlation is significant at the 0.01 level (bilateral).
The purpose of the present study was to determine whether there is a
relationship between daily stress and emotional intelligence of elementary school
students in a public institution, as well as the relationship of the first variable with
the dimensions of the second, intrapersonal intelligence, interpersonal
intelligence, adaptability and stress tolerance.
The statistical results confirm the negative correlation, since both variables are
inversely correlated. These results coincide with those found by (Del Rosario &
Mora, 2014), who, according to their research with elementary school students,
sustain the relationship between emotional intelligence, stress and school
adaptation. Likewise, coincidences are found with (Gómez & Monjarás, 2019)
who found that the areas of daily stress and types of emotional coping are related
to each other. Likewise, (Puigbó et al., 2019) found that emotional intelligence
can generate coping in the face of stress. That is, the daily stress present in a
subject can be adequately managed or not depending on the emotional capacity
developed. Therefore, the inverse relationship found in the present research, the
lower the level of daily stress, the better the development of emotional
intelligence, and the better the level of emotional intelligence, the better the
control of daily stress.
Regarding the relationship between daily stress and the intrapersonal intelligence
dimension, a significant negative correlation was found, as well as (López, 2019)
who found a relationship between work stress and intrapersonal intelligence. This
similarity should be taken into account, since it leads us to the importance of this
dimension and its components self-understanding, assertiveness and self-esteem,
which allow the recognition of one's own emotions and, therefore, the proper
management of these in the face of the various stressors that may arise in
everyday life.
As for daily stress and interpersonal intelligence, a negative correlation was
found, i.e., the better the development of interpersonal intelligence, the lower
the levels of daily stress and vice versa. These results agree with (Trianes, 2014)
who has found the relationship of daily stress in schoolchildren with difficulties in
interpersonal relationships, aggressive behavior, irritability, negative attitude
towards studies. According to (Ugarriza & Pajares, 2005), this dimension covers
three aspects: empathy, social responsibility and interpersonal relationship. If
students reach an adequate level of development in these components of
interpersonal intelligence, they will be less affected by the difficulties or
frustrations that cause daily stress. A negative correlation is also found between
*. The correlation is significant at the 0.05 level (bilateral).
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daily stress and Adaptability, which includes the ability to solve problems, to be
flexible, realistic and effective in handling changes, as well as to be effective in
facing daily problems. This is consistent with the results found by (Del Rosario &
Mora, 2014), who obtained high correlation values, indicating that, according to
their study, the higher score means greater general maladaptation.
This concordance of results leads us to affirm that children with a better level of
adaptability, capable of accepting reality and managing changes, as well as
flexibility, can lessen the effects of family, health or academic stressors that may
arise. On the other hand, those who do not develop these skills are more likely to
be affected by daily stress in the three areas of family, health and school.
With respect to the negative correlation between daily stress and stress
management, it is clear to say that the student who has an adequate development
of the components of this dimension, such as stress tolerance and impulse
control, will be able to overcome problems and daily stressful situations. Thus, as
mentioned by (Ugarriza & Pajares, 2005) this scale allows the person to be able to
cope with complex and emotionally difficult situations, facing them in a positive
way. At the same time, impulse control allows regulating emotions, postponing
impulses or temptations.
In view of the above, it can be said that, given the pandemic situation we are
currently facing, the children in the sample studied have a high percentage of daily
stress and most of them have low levels of emotional intelligence. Therefore, it is
important to emphasize the negative correlation between both variables that
leads to consider the need to develop emotional intelligence to reduce stress
levels and, in turn, it is necessary to avoid stressful situations in children, for a
better development of their emotional intelligence.
5. Conclusions
It was concluded that daily stress is inversely related to the development of
emotional intelligence, and that it is necessary to work on the dimensions of
emotional intelligence in order to reduce stress levels.
In daily stress, a good percentage of students are between high and low levels,
due to sudden changes such as social isolation and non-face-to-face education,
due to the pandemic context.
The levels of emotional intelligence achieved are worrisome since most of the
students are at low and very low levels, so it is essential to work together in the
development of skills that contribute to the improvement of this aspect.
Based on the results, there is a need to develop experimental research, with the
application of programs that allow the improvement in the levels of emotional
intelligence. It is also advisable to develop programs with strategies that reinforce
and improve the different areas of emotional intelligence and coping with
stressful situations in elementary school students.
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