Emotional Intelligence and Religion in Early Adolescence Sasha Collings and Kayla Kelder Missouri Western State University Faculty Sponsor: Dr. Teddi Deka How emotional intelligence develops with age and possible correlations with religious participation were examined. Children (n = 102) ages from two parochial schools completed emotional intelligence, religious participation and background questionnaires. Positive relationships were found between higher emotional intelligence and religious activity, with few changes in age. Recently schools have begun to focus on other dimensions of intelligence as important for the future success of students (Gardner, 1983, Goleman, 1995). Emotional Intelligence encompasses awareness of one’s own and others’ emotions, conflict resolution skills, ability to make decisions and good social skills (Goleman, 1995). Although viewed as “important,” it is not clear how to measure Emotional Intelligence, or how to increase it. Most research suggests that Emotional Intelligence should be considered a “trait” and measured with self- report (Mavroveli, Petrides, Rieffe, & Bakker, 2007). If Emotional Intelligence is a trait, it may be more resistant to change with specific programs, but may increase within supportive school and family environments (McPhail, 2004). Faith-based education programs may incorporate emotional intelligence into their curricula, more than public schools (Van Bockern, 2006). Research on adults suggest correlations between religious practice and TEI (Paek, 2006). Increases in Trait Emotional Intelligence (TEI) have been correlated with lower absence rates and higher prosocial behaviors in adolescence (Petrides, Frederickson & Furnham, 2004). Here, we investigate whether high TEI is related to religious environment in the middle-school years. We will also examine whether TEI changes with age. Introduction Method Results Discussion For Religion: Significant relationships with TEI were found. The strongest relationships were for practices outside of home. Most students reported very high church attendance (m=4.24). This variable may show greater distinctions with non-parochial school students. For Age: Only one significant relationship with TEI was found. TEI did not seem to change/develop with age except with peer relationships. Overall school and home environment may be more indicative of TEI than maturation. Future Research: Students in non-Parochial schools will be involved in the research. Total TEI Church AttendHome Outside HomeObjects Correlation Table 2 Summary Background Information by Grade Variable6 th 7 th 8 th All n Age % Male % Caucasian % Catholic Gender Differences: One-way Gender by TEI, and Gender by Religious scales ANOVAs showed no significant differences. Age Differences: Age x TEI and Religious scales x TEI correlations showed one significant relationship between Age and Peer Relationships [r(n=107) =.19, p<.05]. The research was approved by Missouri Western’s CUHSR and the Superintendent of the Catholic schools. A consent letter was sent home for the parent and student to sign. The surveys were randomized and completed in class in 30 minutes. Religious Participation Questionnaire: (Deka, 2008) Students self reported from 1 (never) to 5 (always) on: Trait Emotional Intelligence Questionnaire –Child Long Form (Petrides, 2009): Measures emotional intelligence within nine domains and produces a total emotional intelligence score: Peer Relationships Affective disposition Self-Motivation Emotion perception Emotion expression Self-Esteem Emotion regulation Impulsiveness (low) Adaptability Background Questionnaire: Students reported on age, gender, household, grades, and ethnicity. For Religious Participation, we used a Median Split on Total TEI and, then conducted one-way ANOVAs with the four religious involvement scales. Significant ANOVAs: Practices Outside of Home: F (1, 102) = 7.44, p <.007. Objects in the Home: F (1, 106) = 7.65, p <.007. Total TEI significantly correlated with all religious scales. Scale#msdα Church Attend Home Practices Other Practices Objects in Home Church Attendance Home Religious Practices Practices Outside of Home Objects in Home Low TEI (n = 55) High TEI (n = 53) Presented at the 2009 Great Plains Psychology Undergraduate Convention, Kearney, Nebraska