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The influence of emotional intelligence on adolescents' problem behaviours and achievement
Author
Chow, Daryl
Supervisor
Liau, Albert
Abstract
In recent years, Singapore has seen a rise of both internalising and externalising problem behaviours among youths in Singapore. In this study, we examined the influence of emotional intelligence on achievement and students' problem behaviours. We hypothesized that higher levels of emotional intelligence would be associated with higher levels achievement, with lower levels of internalising problems (e.g. depression, anxiety and somatic complaints), and with lower levels of externalising problems (e.g. aggression). Participants were 1016 (49% male) students in secondary one and secondary two from three secondary schools in Singapore.
Factor analyses indicated that emotional intelligence consisted of seven oblique factors : emotional awareness, emotional mastery, self-efficacy, problem-solving skills, empathy, social skills, and social acceptance. While most of the emotional intelligence factors were associated with problem behaviours and achievement, that emotional mastery and empathy were the most predominantly related to internalising and externalising problem behaviours. Both factors were found to be negatively related to Aggression, Anxiety, Somatic Complaints, and Depression, with the exception that Empathy was found to have a positive relationship with Anxiety. Implications of the results for promoting emotional and social learning in schools are discussed.
Factor analyses indicated that emotional intelligence consisted of seven oblique factors : emotional awareness, emotional mastery, self-efficacy, problem-solving skills, empathy, social skills, and social acceptance. While most of the emotional intelligence factors were associated with problem behaviours and achievement, that emotional mastery and empathy were the most predominantly related to internalising and externalising problem behaviours. Both factors were found to be negatively related to Aggression, Anxiety, Somatic Complaints, and Depression, with the exception that Empathy was found to have a positive relationship with Anxiety. Implications of the results for promoting emotional and social learning in schools are discussed.
Date Issued
2007
Call Number
BF576 Cho
Date Submitted
2007