Emotional Intelligence and Changes in Social Competences of Physical Education Students

Abstract

Purpose: The aim of the study was to determine the changes taking place in social competences (SC) of Physical Education
students after one year of study and how they differ according to gender. Relationships were also sought between changes in
social competence and the level of emotional intelligence (EI) and experiences in social contacts.
Method: The Social Competence Questionnaire (SCQ) Matczak, was used to measure social competence. Emotional
intelligence was measured using the INTE Emotional Intelligence Questionnaire by Schutte and co-authors. The respondents
also provided answers to questions in the authors’ own questionnaire concerning future career plans. SC and EI were
measured twice, one year apart. The authors’ own questionnaire was administered only during the repeat survey. A total of
132 Physical Education students, 83 males and 49 females, participated in both measurements of psychological variables.
Results: The measurement effect was found to be significant for all indicators of SC (SC in intimate situations P= .009; SC
in situations of social exposure P= .023; SC in situations requiring assertiveness P< .001; SC - summary index P< .001).
Emotional intelligence did not change significantly (P> .005). A significant gender effect was found for SC in situations
requiring assertiveness (P= .001) and in situations of social exposure (P= .035), as well as for the summary index of SC
(P= .005). Greater SC was revealed by men. Differences in EI were on the borderline of significance - slightly higher scores
were obtained by men (P= .051). There was no significant interaction between gender and measurement. The level of
EI significantly correlated with the level of SC (in both measurements) (P< .01). Stepwise regression analysis identified
predictors of change in SC.
Conclusions: Studying, which provides a natural social training, promotes the improvement of SC. EI makes it possible to
anticipate changes in SC, which leads to the assumption that it is a kind of foundation for their development.