Interpersonal Relations and Factors of Emotional Intelligence: A Correlational Study

By Nasir, Farheen; Munaf, Seema | Pakistan Journal of Clinical Psychology, June 30, 2011 | Go to article overview

Interpersonal Relations and Factors of Emotional Intelligence: A Correlational Study


Nasir, Farheen, Munaf, Seema, Pakistan Journal of Clinical Psychology


Byline: Farheen Nasir and Seema Munaf

ABSTRACT

Objective: This study is focused on determining the relationship of interpersonal relations of adolescents and factors of emotional intelligence i.e. intrapersonal, interpersonal, general mood, stress management and adaptability.

Place of Study: Schools of Karachi, Pakistan.

Method: Considering a corelational design, participants included one hundred and eighty eight adolescent students, with an age range of 14-16 years. The adolescents were approached in group setting. Their consent was taken for participation in the study. Then demographic information form, Emotional Quotient Inventory Youth Version (EQ-i: YV, BarOn and Parker, 2000) and Clinical Assessment of Interpersonal Relationships (CAIR, Bracken, 2006) were administered.

Result: To determine the correlation of the variables Pearson Product Moment Correlation was applied. The result revealed significant correlation of interpersonal relationship with three factors of emotional intelligence, i.e., intrapersonal, interpersonal and general mood, however no significant correlation was found on the variables of stress management and adaptability. Conclusion: It is apparent that there is a significant relationship between interpersonal relationship and few of the variables of emotional intelligence. This knowledge can be utilized to give guidance and to arrange training workshops for the enhancement of both emotional intelligence and interpersonal relationships of adolescents.

Key Words: Interpersonal relationship; emotional Intelligence; adolescents

INTRODUCTION

If we take a look on the behavioral aspects of today's adolescents than it becomes apparent that the interpersonal relations or social relations are being negatively affected. Either the youngsters develop differences with their elders and teachers or with their own peers; which further reveals deterioration in their emotional stability and lack of understanding which generates lack of responsibility as well. An Interpersonal Relationship (IR) is defined as the unique and relatively stable behavioral pattern that exists or develops between two or more people as a result of individual and extra-individual influences.

Simultaneously, if we consider a particular type of intelligence called as Emotional Intelligence (EI), which is broadly defined as depicting understanding of self and others with reference to feelings and emotions in order to adjust one's behavior and actions for healthy survival, 2 then it gets clear that one's intelligence plays an equally crucial role in adopting a particular style of maintaining interpersonal relations. Goleman3 in his famous book "emotional intelligence why it can matter more than IQ" has focused on five elements where EI relates to self-awareness in order to manage emotions while motivating oneself and at the same time understanding others' emotions as well to handle relationships.

The relation between EI and IR can be understood from a study which revealed that the roots of how children go about their social interactions in order to develop interpersonal relationships lies in interpreting emotional cues in as young as a 3 years old child. Those who are unable to interpret the emotional cues will not attract their age mates to them and will develop social deficits. 4

Schutte et al.5 conducted a research in order to examine the link between emotional intelligence and interpersonal relations through a 7 studies program. Studies 1 and 2 showed that participants who had higher scores for emotional intelligence (EI) also had higher score on empathic perspective taking and self- monitoring in social situations. Study 3 showed higher scores on emotional intelligence was linked with higher scores on social skills. Study 4 revealed that participants with high scores of EI showed cooperative responses toward partners. Study 5 showed higher scores for EI was linked with high scores for close and affectionate relationships. …

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