The Effects of Emotional Intelligence and Depression on High School Students’ School Adjustment: Focusing on Background Variables

The purpose of this study was to analyze the relationship between emotional intelligence and depression as influencing factors on school adjustment among high school students. Students from general high schools in the Gangwon region participated in the survey, which utilized instruments measuring emotional intelligence, depression, and school adjustment. The collected data were analyzed using descriptive statistics, t-tests, one-way ANOVA, Pearson's correlation, and multiple regression analysis. The results showed that emotional intelligence, depression, and school adjustment significantly differed depending on gender, grade level, family communication time, and smartphone usage. Emotional intelligence was positively correlated with school adjustment, while depression showed a negative correlation. Furthermore, both emotional intelligence and depression were found to be significant predictors of school adjustment. These findings suggest that enhancing students’emotional competencies and providing psychological support to prevent depression can contribute to improving their school adjustment.