Abstract:

Emotional intelligence is a concept that can be defined as a skill that enables an individual to recognize and understand their own and others' emotions and, when necessary, change and cope with them. Emotional intelligence is a very important conceptual structure for the individual's success in marriage and business life as well as in a parental role. The wise use of emotions determines the success and happiness of the individual in all of life’s situations, such as being able to make decisions, reason, and, act with motivation. Both hereditary and environmental factors affect an individual's emotional intelligence potential and the emergence of all other personality traits. When the environmental factors that are thought to affect the development of emotional intelligence are examined, it is noted that one of the most key determinants is the family environment.

Among the main factors that make up the family environment and general climate are parental attitudes, which express parents' approach towards their children in various situations, and family functioning, which indicate the ability of the family to meet both physical and psychological needs. When the family is examined in terms of the functions it is expected to fulfill, a healthy functioning family acts in the following ways: problems are handled in a solution-oriented manner with the participation of the whole family; family members communicate directly and openly with each other; duties are distributed fairly and clearly within the family, and everyone fulfills their roles with a sense of responsibility; appropriate emotional reactions are given to positive or negative situations; individuals in the family pay attention to each other at a moderate and ideal level; behaviors are controlled within certain standards, but in a way that can be stretched when necessary.

This research aims to examine the relationships between university students' emotional intelligence levels and parental attitudes and family functioning, which are familial factors, and to determine the effects of parental attitudes and family functioning on emotional intelligence.

As a result of the regression analysis, for the parent attitude sub-dimensions; It has been concluded that there is a positive and significant relationship between the personal skills, interpersonal skills, compatibility, coping with stress and general mood sub-dimensions of emotional intelligence and democratic attitude, and a negative significant relationship between protective-demanding attitude and authoritarian attitude. As the parental attitude democratizes, the emotional intelligence level of children increases. As the parental attitude becomes authoritarian, the emotional intelligence level of children decreases. As the protective-demanding attitude of the parents rises, the emotional intelligence level of the child decreases.

It should be kept in mind that the Family Evaluation Scale scores dysfunction in the family, and high scores from the scale indicate unhealthy and negativity for the relevant dimension. Problem solving, communication, roles, affective responsiveness, affective involvement, behavioral control and general functions sub-dimensions of family function were found to be negatively correlated with emotional intelligence (p<0.05). As the scale score increases, it indicates negativity, and when family functions increase negatively, it will have a negative effect on emotional intelligence.

Keywords:

Parental Attitude, Emotional Intelligence, Family Functioning, University Students, Statistical Analysis.