The Effect of Emotional Intelligence on Students' Self-Adjustment in Educational Environments
DOI:
https://doi.org/10.62872/jb.v1i2.576Keywords:
emotional intelligence, self-adjustment, students, educational environment, guidance and counselingAbstract
Emotional intelligence (EI) is increasingly recognized as a critical determinant of students' capacity to adjust successfully within educational environments. Despite the growing body of literature affirming this relationship, empirical studies employing robust quantitative designs within Indonesian educational contexts remain limited. This study aims to examine the effect of emotional intelligence on students' self-adjustment in educational settings, with specific attention to the contribution of EI dimensions including self-awareness, self-regulation, motivation, empathy, and social skills. Using a quantitative approach with a survey design, data were collected from 120 first-year students through validated instruments and analyzed using SPSS 25 through descriptive statistics, Pearson correlation, and simple linear regression. The findings reveal a significant positive relationship between emotional intelligence and self-adjustment (r = .627, p < .001), with emotional intelligence accounting for 39.3% of the variance in self-adjustment (R² = .393). Social skills and self-awareness emerged as the strongest EI dimensions correlated with self-adjustment. These results confirm that emotionally intelligent students are better equipped to navigate the academic, social, and psychological demands of educational environments. Practical implications for guidance and counseling programs are discussed
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