Emotional Intelligence and Social Intelligence among Adolescents

Prapti Bhume
INTRODUCTION:

In the landscape of adolescent development, emotional intelligence (EI) and social intelligence
(SI) have emerged as critical dimensions influencing various aspects of their lives. With the
recognition that adolescence marks a period of profound cognitive, emotional, and social growth,
understanding the intricacies of EI and SI becomes paramount. Emotional intelligence pertains to
the ability to perceive, understand, regulate, and express emotions effectively, both in oneself
and others (Mayer & Salovey, 1997). On the other hand, social intelligence encompasses the
capacity to navigate social situations adeptly, including interpreting social cues, building and
maintaining relationships, and resolving conflicts (Thorndike, 1920). The adolescence phase is
characterized by heightened emotional reactivity, exploration of identity, and burgeoning social
interactions. As adolescents navigate this complex terrain, their levels of EI and SI play pivotal
roles in shaping their experiences and outcomes. Research suggests that individuals with higher
levels of EI tend to exhibit better interpersonal relationships, coping strategies, and overall
psychological well-being during adolescence (Brackett & Rivers, 2011). Similarly, adolescents
with well-developed SI skills often demonstrate greater adaptability, empathy, and leadership
qualities, which are crucial for success in various social contexts (Goleman, 2006). According to
DSM5,Emotional Intelligence can be understood as the ability to recognize, understand, and
manage one's own emotions as well as the emotions of others in a manner that facilitates
effective interpersonal relationships and adaptive functioning.Social Intelligence, as derived
from the DSM-5 framework, refers to the capacity to navigate and comprehend social
interactions, norms, and expectations effectively.The adolescent sample population refers to
individuals typically aged between 10 to 19 years old, undergoing significant physical, cognitive,
emotional, and social changes. This developmental stage involves rapid growth, identity
formation, and increased autonomy, with adolescents navigating challenges such as peer
relationships and academic pressures. Research involving adolescents aims to understand factors
influencing psychological well-being, risk behaviors, and adaptive functioning, while
interventions target promoting positive development and resilience during this critical phase of
life. The relationship between EI and SI can be summarized as intertwined dimensions of human
behavior and functioning (Mayer & Salovey, 1997; Thorndike, 1920). EI involves recognizing,
understanding, and managing emotions effectively, while SI encompasses adept navigation of
social situations, including interpreting cues and building relationships (Goleman, 2006). Both EI
and SI contribute to social competence, with high EI facilitating empathetic understanding and
effective conflict resolution, crucial for successful social interactions (Brackett
&Rivers,2011;Goleman, 2006).Through real-life examples and psychological research, Goleman
elucidates how social intelligence influences human relationships, emphasizing its role in
effective communication, empathy, and conflict resolution.Brackett and Rivers (2011) provide a
comprehensive review of emotional intelligence's implications across various domains, including
personal, social, academic, and workplace contexts. They underscore the importance of
emotional intelligence in navigating social interactions and achieving success in diverse life
domains. Petrides and Furnham (2000) contribute to the literature by examining the dimensional
structure of emotional intelligence and its overlap with social intelligence.This study investigates
the relationship between Emotional Intelligence (EI) and Social Intelligence (SI) among
adolescents, recognizing their significance for positive youth development. By elucidating how
these constructs intersect, the study aims to inform targeted interventions that enhance
adolescents' resilience and mitigate social and emotional challenges. Furthermore, it seeks to
shed light on how EI and SI contribute to academic achievement, offering insights into effective
learning strategies. Understanding the interconnectedness of EI and SI can also empower
adolescents to navigate social complexities, build healthy relationships, and cope with peer
pressure more effectively

Sample Selection Criteria

Inclusion Criteria

 Adolescents with age range from 18 to 23 years are included.

 Adolescents from NMIMS,Navi Mumbai

Research Tools.

Emotional Intelligence Scale(Hyde et al.,2002).

Write the discription about the scale, what it measures((( this should be short
How many neg and positive items, how many dimensions, what are the responses is it a likely
scale etc, if likert scale what is the range))) reliability of scoring items

And then SI SAMETHING

Procedure

Rapport was built and then the participant was briefed about the questions and then the responses
were recorded participant consent was taken. Demographics were taken etc. participants read the
intro for scaling

Data Analysis

Descriptive statistics is used to determine the mean and standard deviation.

.what is the correlation method we are going to use.