Emotional Intelligence among Adolescents in Kerala: A Cross-sectional Study of Age-related Differences in Government Schools

Abstract Background: Emotional intelligence (EI) is crucial for adolescents as it influences their academic performance, interpersonal relationships, and overall well-being. Despite its significance, limited research has explored EI among school-going adolescents in Kerala. EI is a pivotal determinant of adolescent well-being, impacting their academic achievement, mental health, and interpersonal skills. Despite Kerala’s reputation for high literacy and educational advancement, limited empirical research has focused on EI levels among adolescents in this region. The unique cultural, academic, and psychosocial environment of Kerala’s school-going youth presents an important context to investigate developmental differences in emotional competence. Materials and Methods: A quantitative, nonexperimental descriptive study was carried out among 186 adolescents enrolled in 9 th and 11 th grades across selected schools in Thiruvananthapuram district, Kerala. Participants were selected using a convenience sampling technique. EI was assessed using the Schutte Emotional Intelligence Scale, a validated 5-point Likert scale. Data were analyzed using SPSS v. 20, with descriptive statistics and Chi-square tests applied to examine associations between EI and sociodemographic variables. Results: The majority of adolescents (62.9%) exhibited average EI, while 26.9% had low EI. A significant association was found between EI and year of study ( P < 0.01), with 9 th -standard students demonstrating lower EI compared to 11th-standard students. Other sociodemographic factors, including gender, family type, and socioeconomic status, showed no statistically significant association with EI levels. Conclusion: The study highlights that a substantial proportion of adolescents possess average or low EI, with younger students displaying lower levels. Given the role of EI in shaping mental well-being and academic success, targeted interventions such as life skills training and emotional awareness programs should be implemented in schools. Further research is recommended to explore factors influencing EI development and strategies for enhancement.