Adolescent Intelligence Research Articles

The Role of Academic Motivation with Emotional Intelligence in Late Adolescence

The rise of digital technology has significantly affected the mental health of late adolescents, particularly through issues like cyberbullying and loneliness, which can adversely affect their academic motivation. Understanding the factors that contribute to academic success is crucial in addressing these challenges. This study aims to examine the role of emotional intelligence as a predictive factor for academic motivation among late adolescents in higher education. A quantitative approach was employed, utilizing an online questionnaire distributed to 250 college students. Data were analyzed using linear regression to assess the relationship between emotional intelligence and academic motivation. The findings reveal a significant positive correlation between emotional intelligence and academic motivation, with a coefficient of determination (R²) of 0.301. This indicates that emotional intelligence accounts for approximately 30.1% of the variance in academic motivation. The study concludes that higher emotional intelligence is associated with increased academic motivation among late adolescents. These findings underscore the importance of fostering emotional intelligence in educational settings to enhance student motivation and overall academic performance.

The Effect of Perceived Father Involvement on Emotional Intelligence in Adolescents

The period of adolescence is often characterised by emotional agitation, creating a vulnerability to the influence of the surrounding environment. Adolescents frequently lack the capacity to recognise, regulate and control their emotions, which can result in social difficulties. This indicates that adolescents exhibit a deficiency in emotional intelligence. To fulfil their emotional intelligence, adolescence is influenced by a variety of factors, including the role of parents. Parents, as the primary figure in the care of adolescents, have a significant role in the development of adolescent emotional intelligence. The involvement of fathers in parenting is an important factor to consider when examining the relationship between fathers and their children in the context of emotional intelligence development. This study aims to determine the effect of perceived father involvement in parenting on adolescents' emotional intelligence. The research method was correlational research, conducted on a sample of 180 adolescents in Indonesia, aged between 13 and 18 years. A convenience sampling technique was used for the selection of participants. The father's involvement scale consists of 27 items with an alpha coefficient of 0.959, while the emotional intelligence scale consists of 12 items with a coefficient of 0.868. In this study, the hypothesis test is a simple linear regression analysis, using JASP 0.18.3 software. The findings of this study evidenced a significant influence between adolescents' perceptions of father involvement and their emotional intelligence. Furthermore, this study emphasises that adolescents with divorced parents have positive perceptions of father involvement and their emotional intelligence.

Actualization of Islamic Religious Education in Relationship with Emotional Spiritual Quotient of Muslim Adolescents in Bandung City

Islamic religious education has an important role in shaping the personality and morality of individuals, especially teenagers, in facing the complexities of modern life. This research aims to explore the relationship between the actualization of Islamic Religious Education and the Emotional Spiritual Quotient (ESQ) in Muslim adolescents in the city of Bandung. This research uses a survey design with a direct interview method and distributing instruments by filling out questionnaires. Apart from that, this research also collected data using documentation study techniques from various news stories on Muslim Youth in Bandung City. The approach method in the Islamic Religious Education actualization program can strengthen the relationship with the Emotional Spiritual Quotient (ESQ) in Muslim teenagers in the city of Bandung. The results of the research show that there is a strong relationship between Islamic Religious Education and ESQ among Muslim teenagers in the city of Bandung. This research also found that a holistic approach, such as the use of inspiring Islamic stories, the formation of a supportive community, and direct experience in the practice of worship, can help Muslim teenagers develop their emotional and spiritual well-being as a whole. It is hoped that the results of this research can increase emotional and spiritual intelligence in Muslim adolescents through Islamic Religious Education and can be used as evaluation material for follow-up in the teaching of Islamic Religious Education

The Impact of Online Game Addiction and Transformations of Emotional Intelligence and Intellectual Intelligence in Middle Adolescents

Adolescence is a critical stage towards adulthood, marked by physical, cognitive and emotional changes. Rapid growth, identity conflicts, and attraction to peers influence development. Online game addiction is increasingly widespread, which can disrupt emotional and intellectual intelligence. Negative impacts include mental health disorders, decreased academic achievement, and disturbances in social interactions and self-regulation. The aim of this research is to determine the relationship between online game addiction and changes in emotional intelligence and intellectual intelligence in middle stage adolescents at SMKN 1 Banyudono. This research is a quantitative study with a cross-sectional design. This research used a total sampling technique with a sample size of 51 respondents. This research instrument uses the Game Addiction Scale (GAS) questionnaire which consists of 21 statements, an emotional intelligence questionnaire with 40 statements and an intellectual intelligence questionnaire with 6 statements. Data were analyzed using Spearman's rank test and regression test. The results of bivariate analysis using the Spearman's rank test obtained a p-value of 0.000 (p-value < 0.005) indicating that there is a significant relationship between online game addiction and changes in emotional intelligence, and a p-value of 0.000 (p-value < 0.005) indicates that there is significant relationship between online game addiction and changes in intellectual intelligence. And the results of multivariate analysis using the regression test obtained a p-value of 0.000 (p-value <0.005). So, it can be concluded that there is a significant relationship between online game addiction and changes in emotional intelligence and intellectual intelligence in middle stage adolescents at SMKN 1 Banyudono

Childhood emotional maltreatment and emotional intelligence in adolescents: The mediating role of mindfulness

BackgroundChildhood emotional maltreatment is detrimental to adolescents' emotional intelligence. However, most research has concentrated on the overall experience of childhood emotional maltreatment, leaving the outcomes of specific types of emotional maltreatment (i.e., emotional abuse and emotional neglect) and the mechanisms underlying these effects largely unexplored. ObjectiveGuided by the dimensional theory and the family risk factor model, this study used a two-wave longitudinal design to explore the association between two types of childhood emotional maltreatment and emotional intelligence. Furthermore, mindfulness's mediating role was also examined from the perspective of the schema theory. MethodsThis study included 580 Chinese teenagers (237 males; Mage = 15.94), who filled out questionnaires assessing childhood emotional maltreatment, mindfulness, and emotional intelligence. Path analyses and semi-longitudinal mediation analyses were conducted. ResultsAccording to the results of path analyses, only childhood emotional abuse predicted emotional intelligence, while neglect did not. Furthermore, the findings from the semi-longitudinal mediation indicated that mindfulness mediated the relationship between childhood emotional abuse and emotional intelligence. ConclusionsThe current study's findings highlighted the differential predictive effects of two types of childhood emotional maltreatment on emotional intelligence among teenagers, as well as the mediating role of mindfulness in this association. Thus, mindfulness may be a key area for intervention and may help to enhance the emotional intelligence of adolescents who have experienced childhood emotional abuse.

Self-Efficacy and Moral Education in Enhancing the Moral Development and Social Intelligence of Muslim Adolescents

This study explored the implementation of moral education in enhancing self-efficacy, moral development, and social intelligence among Muslim adolescents, along with its theoretical implications. Using a comprehensive literature review method, data sources included journals, books, and academic publications related to moral education and youth development. Data were collected through the identification, selection, and critical analysis of relevant literature. The findings indicate that moral education, emphasizing values such as honesty, justice, and responsibility, significantly enhances students' self-efficacy. Structured programs involving personal reflection, group discussions, and community service projects help students develop self-confidence, moral awareness, and ethical decision-making skills. A supportive environment and positive reinforcement also play crucial roles in promoting positive social interactions and social skills like empathy and cooperation. These findings support theories of moral development and Bandura's self-efficacy theory, highlighting the importance of direct experience, positive reinforcement, and social interaction in the development of social and moral skills. Structured moral education provides a strong foundation for students' personal and social development, preparing them to become ethical, confident, and adaptable individuals in society.

Exploring the Links Between Coping Strategies, Emotional Intelligence, and Age in Adolescents with Neuromotor Disabilities.

The aim of this study is to explore the relationship between emotional intelligence and coping strategies used by adolescents with disabilities, on the one hand to understand how emotional skills influence stress management and everyday challenges and, on the other hand, considering that it could help specialists to develop interventions and educational programs that support the improvement of emotional skills and coping strategies among adolescents with disabilities. This cross-sectional study included 100 Romanian adolescents with neuromotor disabilities aged 13 to 18 years (M = 15.2) divided into three groups according to the stages of adolescence: Group 1 (13 years-46 respondents), Group 2 (14 to 17 years-26 respondents), and Group 3 (18 years-28 respondents). They completed a questionnaire that assessed the emotional intelligence of the adolescents (positive impression, interpersonal, intrapersonal, stress management, adaptability, and general mood) as well as another one that assessed the possible cognitive emotional coping strategies (e.g., "blame self", "acceptance", "rumination", "positive refocusing", "refocus on planning", "positive reappraisal", "putting into perspective", "catastrophizing", and "blaming others") that they may adopt in managing life situations related to their health problem. Group 3 has significantly higher scores than Group 2 on the Interpersonal subscale and also significantly higher scores than Group 1 on the Stress management. Our analysis also revealed significant correlations between adaptive coping strategies and emotional intelligence domains across all groups, with positive associations between acceptance and stress management, as well as between positive refocusing and adaptability. Regression analysis identified adaptive coping strategies as significant predictors of emotional intelligence, explaining 29% of its variance. Our findings underscore the critical importance of targeted interventions to enhance emotional regulation and adaptive coping strategies in adolescents with neuromotor disabilities. By focusing on strengthening emotional intelligence and tailoring interventions to developmental stages, these programs can promote better emotional and social functioning, particularly in challenging situations.

Dukungan Sosial dan Kecerdasan Emosional Remaja

This article aims to examine the influence of social support on emotional intelligence among adolescents through a literature review. The issue is focused on how social support shapes emotional intelligence during adolescence, a crucial period marked by significant physical, cognitive, emotional, and social changes, as outlined in Peter's theory. These changes often make it challenging for adolescents to differentiate between positive and negative influences, which can lead to deviant behaviors. According to Hayati, high levels of social support can have a positive impact on adolescents, such as providing care, emotional support, physical assistance, problem-solving capabilities, and a sense of being valued. Goleman's theory further suggests that emotional intelligence is not a fixed trait but a psychological factor that can be developed through environmental influences. This literature review synthesizes findings from 10 selected articles, gathered from electronic databases such as Google Scholar and Science Direct, focusing on studies published in the last ten years. The analysis reveals a significant positive relationship between social support and emotional intelligence in adolescents, indicating that higher levels of social support are associated with increased emotional intelligence.

Exercise Interventions and Intelligence in Children and Adolescents: A Meta-Analysis.

Mixed evidence exists on whether physical exercise interventions influence intelligence measures in children and adolescents. To determine the effect of exercise interventions on intelligence in children and adolescents. Relevant articles were identified in PubMed, Web of Science, PsycINFO, and Scopus (until February 22, 2024). Randomized controlled trials assessing the effects of exercise interventions on intelligence in youth (≤19 years). A random-effects meta-analysis was performed for intelligence measures reported in ≥3 studies. Subanalyses examined the moderating effect of variables such as participants' intelligence quotient (IQ), age, or intervention duration. Fourteen randomized controlled trials (n = 3203 participants; age range = 5-14 years) were included. Exercise interventions significantly improved general intelligence compared with control groups (standardized mean difference = 0.54, 95% confidence interval [CI] = 0.11-0.97, P = .01), which corresponded to a mean improvement in the IQ score of 4.0 points (95% CI = 1.44-6.64, P = .01). Significant benefits of exercise interventions were also observed for fluid intelligence (standard mean difference = 0.20, 95% CI = 0.06-0.34, P = .006). Crystallized intelligence could not be meta-analyzed because of a lack of studies. Subanalyses revealed similar benefits in participants with low/borderline versus normal IQ, children versus adolescents, and interventions with different durations. The heterogeneity observed in the characteristics of the exercise interventions and the populations included can be a potential confounding factor. Exercise interventions are associated with improvements in intelligence (including both general and fluid intelligence) in youth.

PECULIARITIES OF EMOTIONAL SPHERE DEVELOPMENT IN ADOLESCENCE

This article deals with the issue of evaluation of emotional intelligence in adolescence of young generation. It gives a detailed description on the characteristic features of emotional intelligence and the importance of proper formation of emotional intelligence in adolescents in the stage of development as a person.

DEVELOPMENTAL STAGE OF GENERAL EMOTIONAL OF GENERAL EMOTIONAL INTELLIGENCE IN MODERN ADOLESCENTS

This article reveals the significance of emotional intelligence for a human being, in particular, for an adolescent; characteristic features of emotional intelligence development in adolescents of 14-17 years old are given. Also the article contains the results of the research of pupils of 9-11th grades. The comparative analysis of the above-mentioned research with the results of the study of emotional intelligence in schools in the 2023/2024 academic year gives a clear picture of the development of emotional intelligence in modern adolescents.

Investigating the relationship between emotional intelligence and sexual satisfaction in late adolescent university students

AbstractThe aim of this study is to examine the relationship between emotional intelligence and sexual satisfaction in late adolescents who are university students. The study sample consisted of 757 people who reached out through social media. We collected the data using the Demographic Information Form, the Emotional Intelligence Scale (short form), and the male and female forms of the Golombok Rust Sexual Satisfaction Scale. The SPSS 22.0 package program conducted the necessary analysis of the data. The analysis revealed a significant negative correlation between the total scores on the Emotional Intelligence Scale and the total scores on sexual satisfaction. Accordingly, as emotional intelligence increases in both men and women, the deterioration in their sexual functions and relationships decreases. Additionally, we compared the participants' Sexual Satisfaction Scale scores based on various demographic variables. As a result, women's mean score on the Sexual Satisfaction Scale was significantly lower than that of men. The mean scores of participants who had a partner were significantly lower than those of participants who did not. The mean score of the individuals who were unmarried and thought that having sex before marriage was acceptable was much lower than the mean score of the participants who believed that having sex before marriage was bad. We talked about each outcome in light of the body of literature.

Factors Affecting Emotion Intelligence among Adolescents: Literature Review 2024-25

Abstract Adolescence is a stage marked by physical, hormonal, and psycho social changes. It is a transaction period in a person’s life between childhood and adulthood. An adolescent experience different feeling, sometimes negative emotions and in certain situations react more promptly. Their reactions are more strong to the situations emitting emotions. According to Peter Salovey and John Mayer (1997) “Emotional intelligence is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behaviour". In today’s world educator’s emphasis, more on social-emotional learning among children. In India the new National Education Policy 2020 is been framed keeping in mind the social emotional development of children ensuring holistic development. It states that major goal of our education system must be to “develop good human beings capable of rational thought and action, possessing compassion and empathy”. This article will help to realize the value and significance of emotional intelligence in adolescents. Also, various factors affecting the emotional intelligence of adolescents though literature review. It was observed and analysis that variation of emotions is more in adolescents than children but need to learn how to regulate and manage their emotions effectively. Hence, emotional regulation skills need to be developed among adolescents. Further researches are recommended in the field of emotional intelligence identifying the Emotional Quotient of adolescents and factors affecting it. Major factors indicated in most of the studies are personality, lifestyle, environmental factors, digital world, social and parental style. In this competitive world adolescent may have good Intelligent Quotient but lack in Emotional Quotient. The article suggests that there is strong need to enhance the emotional quotient of young people and work on the factors affecting it.

The Relationship between Emotional Intelligence and Bullying in Adolescents: A Scoping Review

Bullying is a serious problem among adolescents with broad negative impacts on psychological and social well-being. Factors that influence bullying are individual and environmental. Emotional intelligence has been identified as an essential factor influencing bullying behavior, but its relationship is not fully understood. This research aims to conduct a scoping review of the relationship between emotional intelligence and adolescent bullying behavior. A scoping review approach was used in this research. Search for articles using three databases (Scopus, PubMed, and CINAHL) and the search engine, namely Google Scholar. Keywords used included "emotional intelligence", "bullying", and "adolescents". Data analysis was carried out using a qualitative descriptive approach. The results of this study showed that 7 articles met the inclusion criteria that discussed the relationship between emotional intelligence and bullying in adolescents. The 7 articles show a negative relationship between emotional intelligence and bullying behavior, where individuals with low emotional intelligence tend to be more involved in bullying behavior. Variables influencing this relationship include emotional awareness, management, and understanding other people's emotions. The involvement of emotional intelligence plays a vital role in understanding and overcoming the phenomenon of bullying in adolescents.

Confronting Fake News Through Collective Intelligence in Adolescents

Adolescents are vulnerable to the exponential increase in fake news spread. Collective judgment on the quality of news has been an effective intervention. Collective Learning platform makes it possible to apply collective intelligence through simultaneous interaction in a large group, similar to social networks. The objective of this article is to analyze whether this platform effectively improves how adolescents confront fake news. 360 Spanish students aged 15–16 years old participated in the experiment confronting a fictitious case of fake news. The quantitative analysis using ANOVA demonstrated that there were significant positive changes for addressing fake news, both overall as well as in each of the participants. We discuss how these results confirm that collective intelligence improves digital literacy in the Internet challenges.

Parenting Styles and Their Impact on the Emotional Intelligence of Adolescents at SMKN 1 Padang

This study aims to evaluate the impact of parenting styles on the emotional intelligence of adolescents at SMKN 1 Padang. Emotional intelligence is the ability to recognize, understand, and manage one's own emotions and the emotions of others. Parenting styles play a fundamental role in the development of emotional intelligence in adolescents. The research method applied is quantitative with a survey approach. Data were collected from questionnaires distributed to 208 students at SMKN 1 Padang. Data analysis was performed using multiple linear regression to examine the impact of parenting styles on emotional intelligence. The analysis results obtained an F value of 92.616 with a probability (P) of 0.000 < 0.005. This means that the regression coefficients of the parenting style variables collectively influence emotional intelligence. This explains that Ha is accepted and H0 is rejected. Overall, parenting styles contribute 57% to the variance in emotional intelligence of adolescents at SMKN 1 Padang. The significance values for authoritarian, authoritative, and permissive parenting styles are 0.004 (<0.05), 0.000 (<0.05), and 0.000 (<0.05), respectively, indicating that these parenting styles have a significant impact on emotional intelligence. The study results show that authoritative parenting style has a positive effect on adolescents' emotional intelligence. Conversely, authoritarian and permissive parenting styles have a negative impact. The influence of authoritative parenting style on emotional intelligence is 52%, permissive parenting style is 3%, and authoritarian parenting style is 2%. This study contributes to understanding how different parenting styles affect adolescents' emotional intelligence. The findings can serve as a reference for parents, educators, and policymakers in developing effective parenting strategies to enhance emotional intelligence and reduce juvenile delinquency.

THE VALUE ORIENTATIONS OF ADOLESCENTS WITH DIFFERENT LEVELS OF EMOTIONAL INTELLIGENCE

This article presents general characteristics of the concepts of emotional intelligence and value orientations from the perspective of several authors. There are presented some theoretical approaches with reference to the components of emotional intelligence and the types of value orientations. Moreover, in this paper some sequences of the research carried out on the subject of emotional intelligence and value orientations in adolescents are described. They directly relate to the hierarchies of terminal and instrumental value orientations of adolescents with different levels of emotional intelligence development: high level and low level. At a comparative level, priority values and values rejected by teenagers are presented, which denote different levels of emotional intelligence. The obtained results demonstrate that the value hierarchies in the experimental subjects are not identical. We emphasize that the research sample consists of 341 teenagers from the Republic of Moldova.

How do emotional intelligence, resilience, and parental employment affect anxiety and depression levels among Sudanese adolescents?

BackgroundAdolescents are often sensitive to emotions and vulnerable to psychiatric issues, including suicidal tendencies. Emotional intelligence is believed to play a significant role in resilience, which acts as a protective factor for mental well-being. The study investigated the level of emotional intelligence, resilience, depression, and anxiety in Sudanese adolescents and the relationship between these factors.MethodsA cross-sectional study was conducted among four high schools and included a total of 392 adolescents who completed a self-administered questionnaire consisting of the 30-item trait; Emotional Intelligence Questionnaire- short form (TEQ-SF), Brief Resilience Scale-6 (BRS-6) and Patient Health Questionnaire-4 (PHQ-4).ResultsEmotional intelligence levels were moderate to high (M = 131.53 ± SD 22.16). While resilience levels were low to normal (M = 3.20 ± SD 0.51). Levels of anxiety were present in 89% of students while levels of depression were present in 78% of students and both were positively correlated (r = 0.540). Emotional intelligence and resilience were positively correlated (r = 0.272, p < 0.0005). Also, Resilience was positively correlated with levels of anxiety (r = 0.105) and the latter had a significant negative association with academic performance (r = − 0.102). Parents' status significantly contributed to predicting resilience levels (p-value = 0.011), with an unstandardized beta coefficient of 0.368. The mothers’ unemployment (r = − 0.100) and the father’s employment (r = 0.105) were significantly linked to lower anxiety levels.ConclusionThe high prevalence of anxiety and depression levels among Sudanese adolescents is influenced by parental separation and employment. Improving students' mental health is crucial as it is linked to enhancing their academic performance. This underscores the importance of addressing mental well-being alongside educational outcomes.

Emotional Intelligence with Self Esteem in Adolescents Who Have Experienced Child Abuse In Sorong City

Adolescence is often considered a transition period marked by significant changes. It is seen as a period of transition, a challenging age, and a time of searching for identity. At the same time, adolescence is also considered the threshold of adulthood because it involves uncertainty and lack of control. Family dynamics also tend to change during the adolescent phase, including increased conflict between teenagers and parents, changes in roles and responsibilities, and changes in expectations placed on teenagers. A mismatch between parental expectations and adolescent behavior can increase the risk of conflict, which in turn can lead to incidents of child abuse. This research aims to determine the relationship between emotional intelligence and self-esteem in adolescents who have experienced child abuse in Sorong City. The method used is quantitative research with a correlational design. A total of 64 teenagers aged 12-21 years and residing in Malagusa sub-district, Sorong City were participants in this research who were taken using a saturated sampling technique. Research measurements used the Wong &amp; Law Emotional Intelligence Scale (WLES) and The Rosenberg Self Esteem Scale (RSES). The research data analysis method uses Pearson Correlation. The research results show that there is a significant positive relationship between emotional intelligence and self-esteem of 0.949 with a significance of 0.000 (p&lt;0.01). This shows that emotional intelligence plays a major and important role in relation to the level of self-esteem of teenagers who have experienced child abuse in Sorong City.

The Association between Emotional Intelligence and Prosocial Behaviors in Children and Adolescents: A Systematic Review and Meta-Analysis.

Emotional intelligence and prosocial behavior both play an important role in the development of children and adolescents. However, the strength of the association between emotional intelligence and prosocial behavior in children and adolescents is controversial. Hence, this study aimed to conduct a meta-analysis to evaluate the exact association between emotional intelligence and prosocial behavior in children and adolescents. Through a literature search, a total of 40 studies and 40 effect sizes were included in this meta-analysis (n = 20621). In this study, the main effect test shows that there is a significant positive correlation between emotional intelligence and prosocial behavior in children and adolescents (r = 0.43). Moreover, the present study found a significant moderating effect of age. More specifically, the association between early childhood (0-6 years) emotional intelligence and prosocial behavior is stronger than in middle childhood (7-12 years) and adolescence (13-18 years), and the correlation between emotional intelligence and prosocial behavior is stronger in boys than in girls. The culture was also found to be an important moderator, the association was found to be weaker for Western culture than for Eastern culture. Finally, a stronger correlation between the two variables was found when the emotional intelligence measurement tool was LZ (Emotional intelligence questionnaire compiled by Liu Yan and Zou Hong). These results indicated that improving children's and adolescents' emotional intelligence could be an important strategy to enhance children's prosocial behavior.