The role of emotional intelligence and internet gaming disorder in predicting high school students’ social-emotional learning skills

Abstract

This study examines the role of emotional intelligence (EI) and internet gaming disorder (IGD) in predicting high school students’ social-emotional learning skills (SELS). The study used a correlational survey design with a sample of 435 high school students. Researchers collected data using the Delaware Social-Emotional Learning Scale, the Emotional Intelligence Scale–Adolescent Short Form, and the Internet Gaming Disorder Scale–Short Form.The findings showed that students demonstrated moderate SELS, above-average EI, and low IGD. While SELS did not differ significantly by gender or grade level, male students scored significantly higher than female students on both EI and IGD. Pearson correlation analyses indicated significant positive relationships between EI and SELS, and significant negative relationships between IGD and SELS. Standard multiple regression analyses further showed that EI significantly predicted all subdimensions of SELS, whereas IGD negatively predicted the task articulation and peer relationship subdimensions. Based on these findings, programs and practices aimed at enhancing high school students’ SELS should incorporate activities that strengthen emotional intelligence within the curriculum, while preventive measures addressing IGD should be an integral part of this process.