Emotional intelligence, subjective well-being, and resilience among junior high school girls in Iran: A structural equation modeling study

First-year high school students, aged between 13 and 15, are at a critical stage of personal and social development. Given the significant role of emotional intelligence during this period, this research aims to investigate the relationship between emotional intelligence, well-being, mindfulness, and resilience among female first-year high school students in Ahvaz, Iran. The present study employed a descriptive-analytical correlational design, involving 406 female students in the first period of secondary schools in Ahvaz, Iran. Data collection tools included a demographic information form, the standard Mansoori Emotional Intelligence Questionnaire (2008), the Renshaw Well-Being Questionnaire, and the Samuels Academic Resilience Questionnaire. The data were analyzed using both descriptive and analytical statistics, including the independent t-test, chi-square test, and Pearson correlation coefficient, as well as Statistical Package for the Social Sciences (SPSS) version 16. In this study, the mean age of the students was 13.84 years. The results indicate a significant direct relationship between students' mental well-being and academic resilience (r=0.478, P<0.001). Additionally, a significant inverse relationship was found between emotional intelligence and mental well-being (r= -0.120, P=0.016) and between emotional intelligence and academic resilience (r=-0.305, P<0.001). The findings of this study can inform the design of effective interventions aimed at increasing resilience and improving mental well-being and mental health. Psychosocial factors that promote resilience can be enhanced through mindfulness training, offering individuals lifelong benefits.