This article addresses the psychosocial functioning of young people with artistic abilities. The study involved 354 students from music, art, and general education schools, ages 16 to 19 years. The research hypothesis was that the diversity of situations experienced by students studying at different types of schools could generate differences in their socio-emotional functioning, focusing on features such as emotional intelligence and coping strategies. The variables connected with emotional intelligence were acceptance, empathy, controlling, and understanding, and the variables connected with coping strategies were task-, emotion-, and avoidance-orientation. The results indicated that music students differed significantly from art students in the level of their emotional intelligence in general results and on the Acceptance scale; they are more aware of the positive and negative emotions that they feel, express their emotions more easily, and can effectively use their knowledge about the emotions they experience. Moreover, in stressful situations, music students exhibit task-oriented coping strategies significantly more often and are significantly less likely to engage in substitute actions than are art students.

中文翻译：

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视觉艺术和通识教育背景下音乐学校学生的情绪智力和应对压力的策略

本文讨论具有艺术能力的年轻人的心理社会功能。该研究涉及来自音乐、艺术和普通教育学校的 354 名学生，年龄在 16 至 19 岁之间。研究假设是，在不同类型学校学习的学生所经历的情况的多样性可能会导致他们的社会情感功能出现差异，重点是情商和应对策略等特征。与情商相关的变量是接受、同理心、控制和理解，与应对策略相关的变量是任务取向、情绪取向和回避取向。结果表明，音乐系学生在总体成绩和接受量表的情商水平上与艺术系学生存在显着差异；他们更能意识到自己感受到的积极和消极情绪，更容易表达自己的情绪，并能有效地利用他们对自己所体验到的情绪的知识。此外，在压力情况下，音乐学生比艺术学生更频繁地表现出以任务为导向的应对策略，并且不太可能参与替代行动。