The Relationship Between Screen Time on Daily Devices and Emotional Intelligence Capabilities on Adolescents
DOI:
10.51601/ijersc.v7i1.1023Published:
2026-02-19Downloads
Abstract
Emotional intelligence (EI) is an essential skill to have during adolescence. The increasing use of digital devices in daily life may affect adolescents’ emotional development through prolonged screen time. The purpose of this study was to find the relationship between screen time on daily devices and emotional intelligence abilities in adolescents. This cross-sectional study was conducted between October and December 2025 at a Private Senior High School. A total of 90 respondents were selected using a consecutive non-random sampling method. Data collected included age, gender, daily device use, and family factors such as family gatherings, family attendance, and parents highest education level, as well as screen time and EI. EI was determined by the Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF). Fisher's exact test was used in data analysis. The results showed that 76 (84.4%) respondents were aged ≥ 17 years, while 47 (52.2%) were female, most of the respondents 80 (88.9%) chose smartphones as their frequently used daily devices, most or 50 (55.6%) respondents gathered ≥ 5 times per week with family, almost all 86 (95.6%) respondents revealed family attendance at important events, and as many as 48 (53.3%) of the respondents' parents had a bachelor's/bachelor's degree, 78 (86.7%) respondents used their daily devices for > 2 hours, and the respondents' EI level was dominated by the high category, namely 73 (81.1%). Significant relationship was found between screen time on daily devices and EI in adolescents (p = 0.046). Family interventions related to adolescents screen time should be strenghten.
References
[1] L. M. Bru-Luna, M. Martí-Vilar, C. Merino-Soto, J. L. Cervera-Santiago, Emotional intelligence measures: a systematic review, Healthcare, 9(12), 2021, pp. 1696.
[2] A. Drigas, C. Papoutsi, Nine Layer Pyramid Model Questionnaire for Emotional Intelligence, International Journal of Online and Biomedical Engineering, 17(7), 2021, pp. 123–142.
[3] Z. Furqani, The role of emotional intelligence in adolescent development, Journal of Social and Behavioral Sciences, 277, 2020, pp. 277–280.
[4] A. Quílez-Robres, P. Usán, R. Lozano-Blasco, C. Salavera, Emotional intelligence and academic performance: a systematic review and meta-analysis, Thinking Skills and Creativity, 49, 2023, pp. 100886.
[5] T. Alvi, R. L. Nadakuditi, T. H. Alotaibi, A. Aisha, M. S. Ahmad, S. Ahmad, Emotional intelligence and academic performance among medical students – a correlational study, European Review for Medical and Pharmacological Sciences, 27(4), 2023, pp. 1230–1237.
[6] M. S. Lankashini, V. G. D. Lakmali, S. A. K. Lenagala, A. L. R. P. Liyanage, C. Arambepola, Level of emotional intelligence and its association with person-related characteristics among grade 8 students in a suburban setting, Ceylon Journal of Medical Science, 54(1), 2017, pp. 27–35.
[7] Z. M. Faradisi, D. Ingriani, L. Yuliani, L. Arista, Pengaruh kecerdasan emosional terhadap prestasi akademik pada siswa SMK Kesehatan Prima Nusantara, Jurnal Pendidikan Kesehatan, 5(1), 2019, pp. 45–52.
[8] A. D’Amico, A. Geraci, Sex differences in emotional and meta-emotional intelligence in pre-adolescents and adolescents, Acta Psychologica, 227, 2022, pp. 103594.
[9] J. P. A. Nugroho, Y. I. Suryanto, L. N. Nugraha, A. B. Prakoso, The relationship between screen time and emotional quotient in medical students, Berkala Ilmiah Kedokteran Duta Wacana, 8(2), 2023, pp. 81–86.
[10] World Health Organization, WHO guidelines on physical activity and sedentary behaviour, World Health Organization, 2020, pp. 1–114.
[11] Akbar UM, Yenny Y. Anxiety and its associated factors among school-aged adolescents in East Jakarta, Indonesia during the coronavirus disease-2019 pandemic. Open Access Maced J Med Sci. 2022 Apr 25; 10(B):1122-1128.
[12] D. Hill, N. Ameenuddin, Y. R. Chassiakos, C. Cross, J. Radesky, J. Hutchinson, et al., Media use in school-aged children and adolescents, Pediatrics, 138(5), 2016, e20162592.
[13] M. Aranda, M. García-Domingo, V. Fuentes, R. Linares, Emotional intelligence and adult attachment: effects on problematic smartphone usage, Anales de Psicología, 38(1), 2022, pp. 36–45.
[14] R. M. S. Santos, S. de A. Ventura, Y. J. de A. Nogueira, C. G. Mendes, J. J. de Paula, D. M. Miranda, et al., The associations between screen time and mental health in adults: a systematic review, Journal of Technology in Behavioral Science, 9(1), 2024, pp. 1–21.
[15] J. Gao, L. Gao, A meta-analysis of prospective cohort studies on screen time and the risk of depression in adolescents, Acta Psychologica, 251, 2024, pp. 103628.
[16] D. N. S. Marchamah, A. Sudrajat, D. N. Rahmatika, Use of gadgets with screen time on emotional intelligence in the digital era in middle adolescence (15–18 years), J-Kesmas: Jurnal Fakultas Kesehatan Masyarakat, 9(2), 2022, pp. 56–60.
[17] R. L. Nabi, L. N. Wolfers, Does digital media use harm children’s emotional intelligence? A parental perspective, Media and Communication, 10(1), 2022, pp. 350–360.
[18] S. Kristanti, T. Febriana, Adapting the Trait Emotional Intelligence Questionnaire Short Form (TEIQUE-SF) into Indonesian language and culture, Indonesian Journal of Psychology, 10(4), 2021, pp. 578–603.
[19] L. S. Devi, M. O. Joseph, M. S. Shantaram, A study to assess emotional intelligence among late adolescents in selected colleges of Pune City, International Journal of Community Medicine and Public Health, 45(2), 2024, pp. 3711–3716.
[20] A. H. Mondal, Prevalence and predictors of high emotional intelligence and its association with personality traits among university students, Journal of Educational Psychology and Counselling, 2025, pp. 12–23.
[21] O. Article, Original Article, Journal of Applied Behavioral Studies, 5(3), 2019, pp. 1–5.
[22] R. Collado-Soler, Emotional intelligence and resilience outcomes in adolescent period, is knowledge really strength?, Journal of Adolescent Psychological Research, 2023, pp. 214–223.
[23] J. G. Aragundi-Moncada, M. M. Bueno-Fernández, E. Espinoza-Solís, A. P. Guillén-Rodríguez, Á. Ramón, S. García, The relationship between age and emotional intelligence in postgraduate students, International Journal of Educational Research, 2025(7), pp. 1–11.
[24] S. Jan, J. Manzoor, S. W. Hijaz, A. H. Baba, Gender differences in emotional intelligence: a comparative analysis of male and female responses across key EI components, Journal of Behavioral Science Studies, 12(1), 2025, pp. 93–97.
[25] P. R. Rai, Y. Yaden, A comparative study between male and female college students with regard to emotional intelligence of Nagaland, Global Journal of Human Social Science, 31(4), 2019, pp. 37–42.
[26] M. Learning, The influence of smartphone use on the cognitive abilities and emotional intelligence of students at Pogung 2 State Elementary, Elementary Education Research Journal, 2(1), 2025, pp. 1–5.
[27] F. Manuel, R. M. Gim, P. Mingorance, L. P. Manuel, Influence of smartphone use on emotional, cognitive, and educational dimensions in university students, Journal of Educational Technology & Society, 23, 2020, pp. 1–20.
]28] M. Zhao, N. Ba, Behavioral sciences: the relationship between family functioning, emotional intelligence, loneliness, social support, and depressive symptoms among undergraduate students, Behavioral Sciences Journal, 2024, pp. 55–68.
[29] M. Alavi, S. A. Mehrinezhad, M. Amini, M. Kaur, P. Singh, Family functioning and trait emotional intelligence among youth, Journal of Youth Studies, 2017, pp. 112–125.
[30] N. Martinez-Yarza, J. Solabarrieta-Eizaguirre, R. Santibáñez-Gruber, The impact of family involvement on students’ social-emotional development: the mediational role of school engagement, European Journal of Psychology of Education, 39(4), 2024, pp. 4297–4327.
License
Copyright (c) 2026 International Journal of Educational Research & Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
