AAQ Emotional Intelligence and Mental Health (of high school seniors)

Introduction Is there a significant relationship between emotional intelligence and mental health among senior high school students? Emotional intelligence, the ability to recognize, understand, and manage one's own emotions and the emotions of others, is posited to play a critical role in students' mental well-being. The research aims to determine whether higher levels of EI correlate with better mental health outcomes, considering the increasing concerns about mental health issues in the adolescent population.

Participants The study included senior high school students from various schools. The participants were selected to provide a representative sample of the student population in terms of gender, age, and socio-economic status.

Total Number of Participants: 300 students Gender: Approximately 50% male and 50% female Age Range: 16 to 18 years old Socio-economic Status (SES): Varied, with students from low, middle, and high SES backgrounds to ensure diversity.

Method

Measures/Survey Questionnaires: Emotional Intelligence: Assessed using a standardized EI questionnaire (Brief Emotional Intelligence Scale). Mental Health: Evaluated using a mental health inventory.

Data Collection: Participants completed the EI and mental health questionnaires during school hours under the supervision of the researchers. Informed consent was obtained from both students and their parents or guardians, ensuring voluntary participation. Demographic data (age, gender, SES) were also collected to control for potential confounding variables.

Data Analysis: Pearson correlation coefficients were calculated to determine the strength and direction of the relationship between EI and mental health. Multiple regression analyses were conducted to control for demographic variables and further investigate the predictive power of EI on mental health outcomes.

Results and Discussion The relationship between the emotional intelligence and mental health of the study’s respondents is shown in Table 1. The r coefficient of 0.82 indicates a high positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Students with higher EI scores reported lower levels of stress, anxiety, and depression.

The findings suggest that emotional intelligence is an important factor in promoting mental well-being among adolescents. The study highlights the potential benefits of integrating emotional intelligence training into the high school curriculum to support students' mental health. The authors discuss the implications for educators, policymakers, and mental health professionals, emphasizing the need for programs that enhance EI skills in schools. Limitations of the study, such as the reliance on self-report measures and the cross-sectional design, are acknowledged. Future research directions include longitudinal studies to establish causal relationships and the development of interventions to enhance EI in students.