Emotional Intelligence Quotients and Self-Esteem among Japanese High School Students: Moderation Effect of Grade

Koizumi, R (Ryuhei)¹, Akamatsu, D (Daosuke)^2
1Kindai University, 3-4-1, 5778502, Kowakae Higashi-Osaka Osaka
²Nagoya University, 4648601, Furo-cyo Chikusa-ku Nagoya

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

Emotional Intelligence, Self-Esteem, Grade, Flexibility

Summary

     Students at part-time high school having the daytime system in Japan struggle to adapt to school. Akamatsu and Koizumi (2018) reported that the effect of emotional intelligence in interpersonal area on self-esteem increases as students become more engaged with others after getting used to school life. We examined whether the moderation effect would replicate based on cross-sectional data.

The participants were 350 Japanese high school students. The questionnaire measured emotional intelligence (Intra-personal area, Inter-personal area, and Flexibility) and self-esteem.

Results of a one-way ANOVA revealed that the third graders showed higher level of intra-personal area and flexibility than the first graders. Also, multiple regression analysis revealed that self-esteem was significantly increased by intra-personal area and flexibility. Furthermore, the effect of flexibility changed depending on the grade: The influence increased as students became older.

This study indicated the interaction effect between grade and flexibility, which is different from findings in past research. This result suggests that flexibility is important in increasing self-esteem of the first graders who are not used to high school life. Future research should examine replicability of the result and offer educatively practical implication.

Auteurs