Emotional Intelligence And Self-Efficacy As Determining Factors For Perceived Social Support Among Adolescents
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Emotional intelligence (EI) has emerged in recent research as a teachable skill that is distinct from personality and is relevant to scholastic and work success and progress in career development. This study adds to that research by examining the relationship of performance and self-report measures of EI and personality traits with perceived social support. Three hundred and nine Italian high school students completed the Multidimensional scale of Perceived Social Support (MSPSS), the Emotional Intelligence scale (EIS), the Mayer Salovey Caruso Emotional Intelligence test (MSCEIT), and the Big Five questionnaire (BFQ). Both self-report (EIS) and performance (MSCEIT) measures of EI contributed to the explanation of social support beyond the effects of personality (BFQ). Building on prior research evidence that social support and EI are instrumental to career development, and that EI can be enhanced through training, the findings suggest the potential of EI training as a component of career readiness preparation.
The following are the objectives of this study:
- To examine the influence of emotional intelligence on perceived social support among adolescent.
- To examine the impact of perceived social support on emotional intelligence among adolescent.
- To identify the factors that influences perceived social support among adolescent
CONCLUSION AND RECOMMENDATION
Conclusion
Overall, the findings support our expectations in establishing a relationship between EI and perceived social support. As in prior research (Larose et al., 2009; Sarason et al., 1986), personality was also related to perceived social support. In the current study, moreover, both self-report and performance assessments of EI added to the explanation of social support beyond the effects of personality traits, adding to evidence that distinguishes EI from personality. Although the contributions of both assessments of EI were statistically significant, the contribution of the performance measure was relatively small. For performance assessment of EI, the contribution of all four dimensions when considered simultaneously was significant but no single dimension was significant. The seemingly more robust contribution of self-reported EI to perceived social support may be understood in several ways. Since both self-report measures assess perceptions, method variance, or the extent to which the general perception or mood state of the individual might impact responses to both measures, may be one explanation. It also makes sense that individuals’ confidence in their emotional skills would impact their expectation of support from others. So while actual skill in EI is relevant and related to perceived social support, self-perceptions of EI skills appear to matter as much and perhaps more than EI as assessed through performance measures
Recommendation
The results also suggest how specific aspects of EI may relate to perceived support. For example, with regard to self-report EI, individuals’ perceptions that they can accurately appraise the emotions of self and others and express their emotions appropriately contributed to perceived social support. That is, persons who perceive more available social support report that they are better able to recognize emotions in themselves and in others and to express their emotions. They also see themselves as being able to use their emotions in solving problems. Since social support involves an exchange of resources between persons (Shumaker & Brownell, 1984), often under conditions of psychological distress, and involves recognition of the need for and ability to appropriately ask for assistance, perceived skill in the appraisal and expression of emotions relates logically to social support. The use of emotions in problem solving also reasonably relates to one’s capacity to use emotional support in problem solving and coping.
ABSTRACT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
1.2 PROBLEM STATEMENT
1.3 STUDY OBJECTIVES
1.4 SIGNIFICANCE OF THE STUDY
1.5 STUDY QUESTIONS/HYPOTHESES
1.6 SCOPE AND LIMITATION OF THE STUDY
1.7 DEFINITION OF TERMS
CHAPTER TWO
REVIEW OF RELATED AND RELEVANT LITERATURE
2.1 INTRODUCTION
2.2 CONCEPTUAL CLARIFICATIONS
2.3 THEORETICAL STUDIES
2.4 EMPIRICAL STUDIES
2.5 RELATED LITERATURES
CHAPTER THREE
RESEARCH METHODLOGY
3.1 RESEARCH DESIGN
3.2 STUDY AREA
3.3 SOURCES OF DATA
3.4 POPULATION OF THE STUDY
3.5 SAMPLE SIZE DETERMINATION
3.6 INSTRUMENTATION
3.7 RELIABILITY AND VALIDITY OF INSTRUMENT
3.8 METHOD OF DATA ANALYSIS
CHAPTER FOUR
DATA PRESENATATION, ANALYSIS AND INTERPRETATION
4.1 DATA PRESENTATION
4.2 DATA ANALYSIS
4.3 DATA INTERPRETATION
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 SUMMARY
5.2 CONCLUSION
5.3 RECOMMENDATION
REFERENCES
APPENDIX
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