Emotional Intelligence In Adolescents Research Articles

Adolescent Verbal Violent Behavior and Emotional Intelligence: A Cross-Sectional Study

In today's world, verbal violence is a prevalent issue, especially among adolescents. Typically, the perpetrators are the victims' peers, and this can have detrimental effects on the victims, including a decrease in emotional intelligence. The purpose of the study was to examine the relationship between peer verbal violence and emotional intelligence in adolescents. The study utilized a cross-sectional design and involved 120 teenage boarding school students, with a sample of 92 active adolescent students selected through simple random sampling. The research instruments included a bullying questionnaire (consisting of 12 questions) adapted from Tower and an emotional intelligence self-assessment tool (comprising 20 questions) adapted from Sterret. Data analysis was conducted using the Spearman Rank Test, which revealed a significant relationship (ρ value of 0.000) between peer verbal violence and emotional intelligence in adolescents. The study highlighted the adverse effects of peer verbal violent behaviour, such as hindering self-development, reducing empathy, and causing anxiety and shame, as well as potentially triggering similar violent behaviour by the perpetrator. As a result, it emphasizes the need for schools to take collaborative action to minimize violent verbal behaviour.

'The Way You Feel Can Either Get in The Way or Get You on The Way' A Systematic Review of Emotional Intelligence

The study on emotional intelligence in adolescents is a well-researched area that focuses on both the continuity and change of distinct components. This research presents a comprehensive analysis of existing literature on the topic of “Emotional intelligence among adolescents”. The publications used for this review study were obtained from databases like Elsevier, JStore, Wiley Online, Google Scholar, Tylor and Francis and others by using the search phrase “emotional intelligence among adolescents”. A systematic search was conducted in journals spanning the years 2000 to 2023, resulting in the retrieval of a total of 1152 publication out of which 1005 articles fulfilled the selection criteria . This article offers the findings derived from a comprehensive evaluation of scholarly publications in the different journals. Asia ranks first in terms of both publishing outlets and geographical context, according to the results. The majority of the studies used a qualitative technique and employed online data collection with a worldwide scope. Future research should focus on both domestic as well as global levels. In order to tackle the difficulties related to emotional intelligence among adolescents. It is imperative to publish a greater number of articles from varied background.

The Relationship of Emotional Intelligence and Psychological Reasonableness of Adolescents with the Peculiarities of Child-parent Relations

Introduction. The article is aimed at studying the relationship of emotional intelligence, as well as psychological reasonableness of adolescents with the peculiarities of the mother’s relationship to the child. The novelty of the study lies in the fact that today in Russian scientific works the topic of psychological intelligence is not sufficiently covered. The study of its connections with emotional intelligence will allow us to understand the relationship between these characteristics for a deeper understanding of the emotional sphere of adolescents, and the study of its connections with the mother’s parenting style will allow us to better understand the process of its formation.Objective. investigate the interrelationships of emotional intelligence and psychological reasonableness of adolescents with the peculiarities of maternal attitude towards them.Materials and methods. Adolescents aged 13 to 15 years (n = 43) were studied as an empirical object. To study emotional intelligence, the methodology “Emotional intelligence of adolescents” by Sadokov and Voronkin was chosen, and the “Scale of Psychological reasonableness, SPR/PMS” was used to study psychological reasonableness in the adaptation of Novikova and Kornilova. The “Teenagers about parents” technique was using the peculiarities of the mother’s relationship to the teenager were established.Results. The emotional intelligence of adolescents tends to be low, while maintaining the average values of psychological reasonableness. Statistically significant negative associations were found between hostility, inconsistency, and criticality of the mother towards the teenager with factors of emotional intelligence and psychological reasonableness. A positive relationship was also revealed between the closeness of the mother with the teenager and his psychological intelligence.Discussion. The results obtained are confirmed in the concepts of other authors. Thus, the preservation of an average level of psychological intelligence with low emotional intelligence of adolescents is explained by the abundance of psychological information in the Internet space in which adolescents spend most of their time. Data on the negative relationship of hostility and criticism of the mother with the peculiarities of emotional intelligence and psychological reasonableness are also confirmed: parents who reject, ignore and criticize a teenager can mainly raise teenagers with a low level of emotional intelligence who do not seek to discuss their problems.

Validity of the factor structure of EYUPIE-M: A measure of Emotional Intelligence in adolescents

La inteligencia emocional (IE) es una capacidad que contribuye a la adaptación adolescente. Puesto que es un constructo complejo, existen diferentes modelos y criterios de evaluación e instrumentos para su medición. Dada la necesidad de contar con medidas válidas y confiables situadas culturalmente, el objetivo principal de este estudio fue confirmar la estructura factorial y la confiabilidad de la Escala Yucatán del Uso Percibido de Inteligencia Emocional en Menores (EYUPIE-M) en adolescentes mexicanos, y, probar su validez convergente a través de las correlaciones con la Escala de Salud Positiva. Se llevó a cabo un estudio instrumental en el que participaron 1091 estudiantes adolescentes de 9 a 19 años (M = 14.07; DE = 1.77) del Estado de Yucatán, México. El análisis factorial confirmatorio evidenció un modelo de cuatro factores con buenos indicadores de ajuste (χ2 =875.62, gl = 246, p < .001; CFI = .972; TLI = .968; GFI = .988; RMSEA = .049 [IC 90%: .046 - .053]; SRMR = .055). La confiabilidad se examinó a partir de índices de consistencia interna alfa, omega y glb, los cuales oscilaron entre .69 (α) y .94 (glb) para los factores y para la escala general de .64 (ω) y .92 (glb). La validez convergente mostró correlaciones moderadas con la Escala de Salud Mental Positiva. Se presentaron diferencias en los niveles de IE según el sexo y la edad. La EYUPIE-M, presenta propiedades psicométricas adecuadas que apoyan su potencial utilidad para evaluar la IE en adolescentes mexicanos.

Mindfulness and Emotional Intelligence in adolescents: Systematic review

Introducción: La adolescencia se caracteriza por una etapa de cambios que pueden implicar la aparición de conductas como el consumo de sustancias, las conductas sexuales de riesgo, la conducta suicida y la violencia, entre otras, es por ello prácticas como el Mindfulness y la habilidad para percibir, comprender y regular emociones como la Inteligencia Emocional (IE) han mostrado efectos sobre dichas conductas. Objetivo: analizar la evidencia científica disponible sobre el Mindfulness y la Inteligencia Emocional en los adolescentes. Material y métodos: Se realizo una revisión sistemática, para la estrategia de búsqueda se utilizaron descriptores en los idiomas inglés (Mindfulness, emotional intelligence, adolescent) y español (atención plena, inteligencia emocional, adolescente). Resultados: Se identificó que existe una relación y efecto positivo y significativo entre la práctica del Mindfulness y la Inteligencia Emocional. Conclusión: Los participantes con mayor nivel de atención plena son aquellos que tienen mejores capacidades de regulación emocional, de ser más conscientes de sus emociones, competentes para hacer frente a los problemas y tienen mejores relaciones interpersonales.

Perceived Maternal Acceptance-Rejection as a Predictor of Emotional Intelligence in Adolescence

Background: Emotional intelligence (EI) plays a crucial role in the psychological development of adolescents, influencing their social behaviors and academic achievements. Previous research has established a connection between parenting styles, particularly maternal acceptance or rejection, and the development of EI in children. The warmth and support provided by a mother are essential elements that contribute significantly to the nurturing of EI during adolescence. Objective: This study aimed to investigate the predictive role of perceived maternal acceptance-rejection on the emotional intelligence of adolescents in Karachi, Pakistan, contributing to the existing body of knowledge by focusing on a non-Western context. Methods: The study was approved by relevant institutional review boards and adhered to ethical standards. A total of 600 adolescents, aged 13-17 years, were selected from various schools in Karachi, maintaining an equal distribution between genders. Participants were assessed using the Parental Acceptance-Rejection Questionnaire (PARQ) Child Form for mothers and the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQ-ASF). Data were analyzed using SPSS version 21.0, with linear regression analysis employed to examine the relationship between perceived maternal acceptance-rejection and EI. Results: The internal consistency of the scales was confirmed, with Cronbach's alpha values of .91 for the PARQ and .84 for the TEIQ-ASF. Linear regression analysis revealed a significant predictive relationship between perceived maternal acceptance-rejection and emotional intelligence (R = .213, R² = .045, F = 28.506, p < .05). Specifically, maternal rejection was negatively associated with the EI scores of adolescents, indicating that higher levels of perceived rejection correlated with lower levels of EI. Conclusion: The findings underscore the importance of maternal acceptance in the development of emotional intelligence among adolescents. These results suggest that interventions aimed at enhancing maternal acceptance could potentially foster the development of EI, thereby contributing positively to the psychological well-being and social functioning of adolescents.

Emotional Intelligence and Well-Being in Adolescents Relationship with Family Dysfunction

Adolescence is a critical phase during which teens undergo significant developmental processes that contribute to their overall growth and maturation. Meanwhile, it is noteworthy that the family continues to hold significant sway, exerting a considerable impact on the overall well-being of individuals in this stage of life. The primary objective of this study was to investigate the potential association between emotional intelligence, well-being, and family dysfunction as a mediating factor among teenagers. This research aimed to distinguish itself from previous studies that mostly concentrated on the individual development of adolescents. A sample consisting of 249 adolescents ranging in age from 12 to 17 years (mean age = 13.98 years, standard deviation = 0.57) was surveyed. Descriptive analyses were performed on the collected data, and three variables were computed using correlation and regression methods. The findings indicated a significant positive correlation between emotional intelligence in adolescents and their overall well-being, while also revealing a notable negative correlation between emotional intelligence and family dysfunction. The findings from the regression analysis demonstrate a statistically significant relationship between the development of emotional intelligence during adolescence and the occurrence of family dysfunction. This demonstrates the significance of a conducive familial environment in shaping the prospective growth of teenagers.

EMOTIONAL INTELLIGENCE AND EMOTIONAL REGULATION IN ADOLESCENTS FACING BULLYING: A CROSS SECTIONAL STUDY

Emotional intelligence in adolescents is one of the main keys to determining the success of controlling emotions in dealing with stressful events or occurrences such as bullying. The aim of this research is to determine the relationship between emotional intelligence and emotional regulation in adolescents facing bullying. The research design uses a cross-sectional method. The population of this study was all students at one junior high school, totaling 146 respondents using purposive sampling. The number of samples was obtained by screening according to the specified criteria, and 50 respondents were found.The variables in the research are emotional intelligence and emotional regulation. Data were collected using the Olweus bullying/victims scale questionnaire, emotional intelligence questionnaire, and emotion regulation questionnaire. For data analysis techniques, use the Spearman rank test. From the results of the data analysis, the p-value is 0.000 (p-value < 0.05), which means that there is a significant relationship between emotional intelligence and adolescent emotional regulation in dealing with bullying. Emotional intelligence in teenagers is important to train through training programs. The role of mental health nurses is very important in providing education and training to increase teenagers' emotional intelligence so that teenagers have the ability to regulate emotions.Key words: Adolescentt; Emotional Regulation; Emotional Intelligence; Mental Health

Theatricalized Project Activity as a Means of Developing Emotional Intelligence in Adolescents

The article is devoted to the study of emotional intelligence in adolescence. The article substantiates the relevance and necessity of developing emotional intelligence for the personal development of adolescents, which allows them to effectively build relationships with peers. A general description of the concept of “emotional intelligence” is given, the structural components of emotional intelligence, approaches and methods of its formation are indicated, and indicators of developed emotional intelligence are revealed. There is a shortage of reliable methods and means of developing emotional intelligence. The article contains a rationale for project activities as an effective method for developing the emotional intelligence of adolescents. The characteristics of project activity and its use in various subject and educational areas both at school and at university are given. The content of the interactive project method is revealed, namely the inclusion of adolescents in creative project activities through the organization of puppet shows based on various works of art. The effects of adolescents’ participation in theatrical, emotionally charged activities are shown. A description of the psychological and pedagogical conditions for the successful formation of emotional intelligence of adolescents in the course of creative project activities is provided. At the same time, the article notes the need for experimental testing of the effectiveness of these psychological and pedagogical conditions.

Hubungan Antara Pola Asuh Demokratis dengan Kecerdasan Emosional Pada Remaja di SMA Swasta Al Hikmah

This study aims to determine the relationship between democratic parenting and emotional intelligence in adolescents at Al Hikmah private high school. The type of research is quantitative research. The population is 80 teenagers. The sample in this study amounted to 49 people with democratic parenting. The measuring instrument used to measure the democratic parenting of adolescents using the scale of democratic parenting from Munandar (in Shochib 2010) is deliberation in the family, controlled freedom, parental direction, guidance and attention, mutual respect between family members, two-way communication. Measuring adolescent emotional intelligence using the emotional intelligence scale from Goleman (2014), namely, self-awareness, self-knowledge, self-motivation, four, social skills. It is known that there is a significant positive relationship between democratic parenting and emotional intelligence with a correlation coefficient of r_xy 0.609 with P = 0.000 0.050. This means that the higher the democratic parenting pattern, the higher the emotional intelligence, or vice versa. The hypothesis is accepted. The effective contribution of democratic parenting variables to students' emotional intelligence is 37.1%. Based on this research, it can be seen that there are still 62.9% influence of other factors on emotional intelligence that are not revealed in this study. The results of the research on students have moderate emotional intelligence and moderate democratic parenting. This can be seen from the SD results of 15.356, the empirical mean value of emotional intelligence of 79.00, and the hypothetical mean of 75. Furthermore, the results of the elementary school of democratic parenting were 13,889, the empirical mean was 75.04 and the hypothetical mean was 85.

Perilaku Phubbing dengan Kecerdasan Emosional Remaja pada Remaja SMA

Background: The phenomenon of phubbing is often found where a person is too engrossed on his smartphone so they don't care about the other person they are interacting with. The impact of this phubbing behavior makes a person unable to control his emotions and has emotional feelings that change easily because he feels that he has been controlled by his smartphone. The purpose of this study was to determine the relationship between the characteristics of the respondents and phubbing behavior with the emotional intelligence of adolescents. Methods: This research is a quantitative study with a correlational analytic approach. The sampling method was carried out using a stratified random sampling technique. The population of this study was 781 students, sample are 108 students. The independent variable is individual characteristics and phubbing behavior, the dependent variable is emotional intelligence. Data collection using the Generic Scale of Phubbing (GSP) questionnaire and the Trait Emotional Intelligence Questionnaire Adolescent Short Form (TEIQue-ASF). Data Analysis are Chi-Square, Mann Whitney, and Spearman Correlation with a significance level of α = 0.05. Results: 53.7% of respondents had phubbing at a moderate level and 56.5% of respondents had moderate emotional intelligence. There is a significant relationship between phubbing behavior and adolescent emotional intelligence (p=0.004), but there is no significant relationship between gender and age with emotional intelligence (p>0.05). Conclusion: There is a relationship between phubbing behavior and emotional intelligence, but there is no relationship between the characteristics of the respondents and emotional intelligence. In order to maintain adolescent emotional intelligence, adolescents need to avoid phubbing behavior when interacting or communicating with friends

K. V. Petrides and A. Furnham’s TEIQue-ASF Emotional Intelligence Questionnaire for Teenagers: A Psychometric Analysis

K. V. Petrides and A. Furnham’s emotional intelligence model is extremely popular nowadays. Foreign specialists often use this diagnostic method to measure emotional intelligence. Standardization of diagnostic methods for the Russian-speaking teenagers could expand the capabilities of teen psychology and help specialists who work with adolescents. The article presents a psychometric analysis of the Russian-language version of the short emotional intelligence questionnaire TEIQue-ASF for teenagers developed by K. V. Petrides and A. Furnham. The questionnaire measures emotional intelligence in adolescents in the context of a model of personality traits. The research involved teenagers aged 13–17 from Novosibirsk (N = 347): 199 boys (57.3%) and 148 girls (42.7%). Later, 171 of them were re-examined to study the retest reliability. The validation procedure involved the following questionnaires: D. V. Lyusin’s EmIn Emotional Intelligence Questionnaire; The BFI-5 Questionnaire adapted by S. A. Shchebetenko; The SWLS Life Satisfaction Scale Questionnaire by E. Diner adapted by E. N. Osin and D. A. Leontiev; An analogue of The PANAS – SHPANA Scale of Positive and Negative Affect in E. N. Osin’s development; The STAI Questionnaire of Personal and Situational Anxiety by Ch. Spielberg in Y. L. Khanin’s adaptation. The obtained data made it possible to standardize the Russian-language version of the TEIQue-ASF questionnaire. The test showed a high internal consistency (Cronbach's mark = 0.901) and a convergent validity that corresponded to the original, as well as a good predictability of indicators of subjective well-being. The TEIQue-ASF test correlated with its adult version in A. A. Pankratova’s adaptation. The assessment revealed no statistically significant features in relation to the gender and age. The TEIQue-ASF test proved suitable for measuring emotional intelligence in Russian-speaking adolescents aged 13–17.

THE RELATIONSHIP OF FAMILY AFFECTIVE FUNCTION TO ADOLESCENT EMOTIONAL INTELLIGENCE IN RT 13 RW 06 KOTA LAMA MALANG

ABSTRACT
 Adolescence is a period of stressful transition from childhood to adulthood. Adolescents are social beings, the more positive the family function, the better the emotional intelligence of adolescents, and vice versa. The purpose of this study was to determine the affective function of the family on the emotional intelligence of adolescents in Rt 13 Rw 06 Kelurahan Kota Lama Malang. The research used cross sectional design. The population of this study were all adolescents in Kota Lama Malang Sub-District as many as 67 people with a total sample of 47 people. Samples were taken by Simple Random Sampling technique. The independent variable is the affective function of the family, the dependent variable is emotional intelligence. The instrument used is a questionnaire. Data analysis used the fisher's exact test. The results showed that the majority of respondents had family affective function in the good category, most of the respondents had emotional intelligence in the good category and there was a relationship between family affective function and adolescent emotional intelligence in Rt 13 Rw 06 Kelurahan Kota Lama Malang with p = (0.000) . Based on the results of this study, it is hoped that adolescents will be able to control their emotional intelligence properly by listening to their parents and teachers at school.
 
 Keywords: Family Affective Function; Emotional Intelligence And Adolescents

The Relationship Between Teacher-Student Relationship and Adolescent Emotional Intelligence: A Chain-Mediated Mediation Model of Openness and Empathy.

As the role of emotional intelligence has been increasingly explored, researchers generally agree that emotional intelligence is a better predictor of individual success. And fortunately, emotional intelligence is somewhat easily shaped. Schools are important microsites for the shaping of an individual's emotional intelligence. Good teacher-student relationship contribute to the shaping and development of students' emotional intelligence. Based on the theory of developmental contextualism, the current study aims to identify the relationship between good teacher-student relationship and students' emotional intelligence, and the mediating roles of students' openness and emotional intelligence. In this study, a total of 352 adolescents (11-15 years old) from two schools were surveyed using the teacher-student relationship scale, big five inventory openness subscale, and emotional intelligence scale. Teacher-student relationship were positively correlated with students' openness, empathy, and emotional intelligence. Teacher-student relationship positively predicted students' emotional intelligence; students' openness and empathy played a fully mediating role in teacher-student relationship and emotional intelligence. The closeness and supportiveness of the teacher-student relationship were positively related to students' openness, empathy, and emotional intelligence were positively correlated.

FAMILY STRUCTURE AS DETERMINANT OF EMOTIONAL INTELLIGENCE OF ADOLESCENTS

The present study analyzed the predictive association of family structure and emotional intelligence, family structure wise difference and gender difference in emotional intelligence of adolescents. After literature review following hypotheses were formulated: (1) Family structure will predict the emotional intelligence of the participants; (2) There will be a significant difference in the emotional intelligence of the participants from joint and nuclear families; (3) There would be gender difference in emotional intelligence. A sample comprising 400 adolescents, (200 belonging to joint and 200 to nuclear families) with mean age 14.49 (SD=+1.29) was drawn from various schools of Karachi, Pakistan. Consent form, demographic form, and Trait Emotional Intelligence Questionnaire for Adolescents (TEIQue-ASF) (Petrides et al, 2006) were administered. Descriptive statistics, regression analysis, and t-test were calculated. Results indicate that family structure does not predict emotional intelligence while the mean scores difference of emotional intelligence of participants belonging to nuclear or joint families was insignificant. However, the research found gender differences in emotional intelligence.

The Relationship Of The Duration Of Gadget Use With The Emotional Intelligence Of Adolescents In SMA Negeri 1 Binjai Langkat District

In this era of globalization, many teenagers are affected by technological advances, one of the technologies that teenagers enjoy is gadgets. Gadgets have an appeal to teenagers where gadgets can be used to fill various applications. However, excessive use of gadgets in adolescents can make teenagers not care about the environment, so that it can affect the ability to empathize, express emotions appropriately, manage emotions, and all of these are aspects of emotional intelligence. The purpose of this study was to determine the relationship between the duration of gadget use and adolescent emotional intelligence in SMA Negeri 1 Binjai, Langkat Regency. This type of research is correlational with a cross sectional approach. The population in this study was 280 10th grade students at SMA Negeri 1 Binjai Langkat Regency, the sample size used was 74 respondents. The sampling technique used is simple random sampling. Methods of data collection using a questionnaire. The statistical test used in this study was Chi-square with 0.05. The results of this study indicate that the duration of gadget use shows that there is a relationship between the duration of using gadgets and emotional intelligence in SMA Negeri 1 Binjai, Langkat Regency (p=0.02; p<0.05) with a prevalence ratio of 2.78. From the results of the study, parents must be more selective in giving rules for teenagers to play gadgets, namely by frequently monitoring the content seen by teenagers whether it is in accordance with their age and providing rules for the time limit for teenagers to play gadgets so that teenagers do not lose track of time in the sense that teenagers do not neglecting bedtime or bathing, schoolwork, and ignoring the people around the teenager.

Inteligencia emocional e ideación suicida en adolescentes: el rol mediador y moderador del apoyo social

The objective of this study has been to discover the mediating and moderating effect of peer support, family support and teacher support in the relationship between emotional intelligence and suicidal ideation in adolescents. For this purpose, a total of 898 adolescents have participated (MAge=13.55, SD=1.66), responding to the WLEIS Scale, the Perceived Social Support Scale, the adaptation of the School Climate Scale, and the Suicide Risk Inventory. The results indicate how: (1) teacher support and family support mediate the relationship between emotional intelligence and suicidal ideation; (2) regardless of gender and age, family support moderates the relationship between emotional intelligence and suicidal ideation, with emotional intelligence helping to reduce suicidal ideation only when there is medium or high family support; (3) peer support and age moderate the relationship between emotional intelligence and suicidal ideation, with peer support helping emotional intelligence reduce suicidal ideation only with older adolescents. These results showed how, in addition to working emotional intelligence in adolescents, introducing the participation of families in the learning process as far as possible, as well as encouraging quality relationships between peers, could have special effects in reducing one of the main causes of adolescent death, such as suicidal behaviour.

Emotional intelligence and suicidal ideation in adolescents: The mediating and moderating role of social support

The objective of this study has been to discover the mediating and moderating effect of peer support, family support and teacher support in the relationship between emotional intelligence and suicidal ideation in adolescents. For this purpose, a total of 898 adolescents have participated (MAge = 13.55, SD = 1.66) responding to the WLEIS Scale, the Perceived Social Support Scale, the adaptation of the School Climate Scale, and the Suicide Risk Inventory. The results indicate how: (1) teacher support and family support mediate the relationship between emotional intelligence and suicidal ideation; (2) regardless of gender and age, family support moderates the relationship between emotional intelligence and suicidal ideation, with emotional intelligence helping to reduce suicidal ideation only when there is medium or high family support; (3) peer support and age moderate the relationship between emotional intelligence and suicidal ideation, with peer support helping emotional intelligence reduce suicidal ideation only with older adolescents. These results showed how, in addition to working emotional intelligence in adolescents, introducing the participation of families in the learning process as far as possible, as well as encouraging quality relationships between peers, could have special effects in reducing one of the main causes of adolescent death, such as suicidal behaviour.

Modelator factors of relation between emotional intelligence and personality at adolescents

The article approach the topic of emotional intelligence in adolescence, focusing especially on the modelator factors of the relation between emotional intelligence and personality. In our research were included 110 teenagers, aged between 14 and 17, from rural and urban environment. The obtained results highlight the fact that the impositions due to social density (fewer but stronger relation in the rural environment, more frequent but inconsistent relation in the urban environment) and the process of assuming gender roles are modelator factors of the formation process of personality profile as well as in the process of adolescents emotional maturity. It was also observed that age is a major factor implicated in the development of emotional intelligence and in the level of personality factors in the adolescent maturity process.

Relationship of Secure Attachment to Fathers and Mothers with Emotional Intelligence in Junior High School Adolescents

This study was conducted with the aim of revealing whether or not there is a relationship between secure attachment to fathers and mothers with emotional intelligence in adolescents at SMP Negeri 2 Sedati. The research method used is correlational quantitative. The variables in this study are secure attachment to the father and secure attachment to the mother as the independent variable and emotional intelligence in adolescents as the dependent or dependent variable. This research was conducted at SMP Negeri 2 Sedati with 198 students as the sample using proportionate stratified random sampling technique. Data analysis was performed by multiple regression correlation analysis using the JASP 0.14.1.0 program. based on the results of data analysis showed a positive relationship between secure attachment to father and mother with emotional intelligence with an F value of 73,958 and a significance of p < 0.001 which means that the hypothesis in this study can be accepted with an effective contribution of 43.1% which indicates that secure attachment to father and mother effect on adolescent emotional intelligence.