A Study On Adolescents' Emotional Intelligence And The Influence Of EI On Adolescents' Problem Behavior

In the process of socialization, negative social adaptation could be resulted by various psychological and external factors. This is known as problem behavior, which would negatively influence social development and mental health for the adolescent as they are in the most important stage of socialization. Wide attention has been paid to adolescent problem behavior by scholars both home and abroad, thanks to which series of researches have been launched for theoretical explanation. As an ability of processing emotions, EI, is positive for the development of both cognition and behavior. The fact that EI is proactive for problem behavior has been revealed by researches. As for the concrete mechanism, however, was not fully discussed and systematically examined.416 high school students from Shangdong and Henna were surveyed via questionnaire in this research. Status of EI and problem behaviors were firstly studied, based on which direct effect of EI on problem behaviors were analyzed, and mediating effect of EI on self-esteem and problem behavior were revealed, so did that on attachment and problem behavior. Conclusions are as follows:(1) EI of high school students are fairly desirable, with significant differences among dimensions of EI. The score of"exertion emotion"is highest, and significantly different on variables of grade and"one-child family". The score of"emotion of regulating other people"is significantly different on performances of study. The score of"regulation emotion"is significantly different on grades. ? (2)?As for problem behavior of high school students, dimensions are significantly different. Test anxiety and negative learning adaptability are main aspects of problem behavior of these students. Boys and girls are significantly different on class violating behavior, neuroticism and test anxiety. Students of different grades are different on problem behavior, especially on dimensions such as negative learning adaptability, withdraw reaction and neuroticism. Students with different study performance are significantly different on problem behavior, negative learning adaptability and class violating behavior.(3)?Scores of students with high problem behavior are higher on EI, self-esteem and attachment than those with low problem behavior.(4)?EI, self-esteem, attachment and problem behavior are significantly negatively related, so were dimensions. EI, self-esteem and attachment are significantly positively related, with negative predicting effects on adolescent problem behavior.(5) EI partly mediates self-esteem and problem behavior, mother-child attachment and problem behavior. EI and self-esteem are mediators of father-child attachment and problem behavior. Self-esteem is mediator of father-child attachment and EI.