EMOTIONAL INTELLIGENCE AS A PREDICTOR OF SELF-ESTEEM IN HIGHER SECONDARY EDUCATION

This study examines the role of emotional intelligence (EI) as a predictor of self-esteem (SE) among higher secondary students, a demographic undergoing significant cognitive and emotional transitions. The study was conducted among 11th grade students from 226 higher secondary schools in Delhi NCR during the academic year 2021–2022, with a stratified random sampling approach. This study examined the relationship between emotional intelligence and self-efficacy among higher secondary students in Vellore district. The sample consisted of 500 students, selected through purposive sampling, who completed the Emotional Intelligence Scale by K. Kaur and the Self-Efficacy Scale by R. P. Singh and S. R. K. Singh. The data were analysed based on objectives and hypotheses formulated by the investigator. Descriptive statistical analysis (mean, standard deviation, skewness, kurtosis) and correlation analysis were performed. The independent sample t-test and one-way analysis of variance were employed to examine the influence of personal and demographic variables on emotional intelligence. The four selected demographic variables of higher secondary students, only gender and family type had significant differences in emotional intelligence scores, while caste and educational stream of study did not have any significant difference in findings. Further, the analysis revealed a strong positive correlation between emotional intelligence and self-efficacy (r = 0.892, p < 0.01). Determining the connection between emotional intelligence and self-efficacy, emotional intelligence is considered significant predictor of self-efficacy. Highly emotional intelligence group has high self-efficacy level. Highly emotional intelligence group has low self-efficacy level. There is a positive correlation between emotional intelligence and self-efficacy among higher secondary school students. Higher secondary school students with high emotional intelligence, self-efficacy is high. Students with low emotional intelligence self-efficacy level is low. Hence, school guidance programmers need to incorporate emotional intelligence skills programmes to enhance the emotional aspects and promote the psychological and emotional development of higher secondary students, thereby creating a positive learning environment.