Master of Arts (Applied Psychology)

This study examined the effects of parenting styles and self-talk on the emotional intelligence of Singaporean adolescents. Much research concerning emotional intelligence has been conducted on the dimensions of emotional intelligence and the construction of accurate measurement tools. The usefulness of the construct as a predictor on variables has also received considerable attention. Examples of such variables include academic achievement, school adaptation, mental health outcomes and job satisfaction. The effects of a healthy level of emotional intelligence are clearly beneficial, yet little has been done in the way of identifying the effects of potential predictors of emotional intelligence. In the Singaporean context, few studies have been carried out on the construct, let alone research identifying predictors of emotional intelligence.

A total of 262 Singaporean adolescents, of which 51% male and 49% female participated in this study. Participants were between 12 to 17 years of age and from Secondary 1 to 3, studying in a neighbourhood secondary school. Participants completed a survey which included the 33-item Schutte Self-Report Emotional Intelligence Test, the 30-item Asian version of the Parental Authority Questionnaire to rate both their father and mother’s parenting styles, and a Self-Talk Inventory made up of 36 self-talk statements based on 5 given scenarios.

Findings from the study showed a correlation between father’s and mother’s authoritative parenting styles and higher levels of emotional intelligence. Positive self-talk was also found to be associated with increased emotional intelligence while negative self-talk, with lower emotional intelligence scores. Regression models revealed that when gender was controlled for, father’s and mother’s authoritative parenting styles and positive self-talk remained useful predictors in explaining higher levels of emotional intelligence. Negative self-talk was a significant predictor of lower levels of emotional intelligence. A mediation analysis revealed that both positive and negative self-talk acted as partial mediators between parenting styles and emotional intelligence.

This study provided some insight, especially in the advent of social-emotional learning programmes in schools. While such programmes are important, they must consider the effects of parenting on the student’s emotional development and as such, target not only mothers, but fathers as well in the learning process. Interventions for students to develop greater levels of positive self-talk may be useful in enhancing their emotional intelligence.