Examining the Role of Socio-Emotional Intelligence in Shaping Peer Relationship Dynamics in High School Contexts

Abstract

Adolescence represents an important developmental period during which there occurs intense psychological and physical change. Peer relationships during this period have been found to have an important impact on academic engagement and psychological well-being. The need to interact and respond to peers in complex and constantly shifting ways represents an important and daily reality of multidimensional peer interactions. These peer interactions contribute towards generating positive experiences or stressful and unsettling situations. Socio-emotional intelligence represents an increasingly recognized factor responsible for influencing perceptions of peer relationships. The connection between Socio-emotional intelligence and peer relationships among adolescents has been explored within this study.

The main aim of the study was to investigate to what extent Socio-emotional intelligence can predict peer relationship quality and dynamics at the high school level. The study followed a quantitative methodological framework, and data was collected from a sample of 300 students from grades 9 and 10, belonging to private and government schools. Standardized and structured questionnaires were employed to measure the levels of SEI and peer relationship dynamics of the respondents. Descriptive statistical methods were employed to measure the general levels of SEI, and inferential statistical methods, consisting of correlation, regression, and comparative statistical analyses, were employed to investigate relationship dynamics and comparisons among groups of respondents who portrayed more positive peer interactions, better social support, and more positive interpersonal relations. Regression statistical analysis showed that Socioemotional intelligence can significantly influence peer relationship quality. The comparative statistical analyses showed marked variability across gender, school, and residency regarding both SEI and peer relationship dynamics, underscoring the role of external factors on the SEI of the respondents.

The findings of this research tend towards the fact that Socio-emotional intelligence is an important factor in having effective peer relations among high school-going adolescents. The application of these competencies in students affects the area of improved peer environments and reduced conflict among them. The findings of this research indicate an important requirement of integration of Socio-emotional Learning Modules in the curriculum. These will be of great assistance in improving peer engagements of adolescents, along with overall students. Proposals have been suggested for the same.