Emotional Intelligence And Self-Efficacy As Determining Factors For Perceived Social Support Among Adolescents

CONCLUSION AND RECOMMENDATION
Conclusion
Overall, the findings support our expectations in establishing a relationship between EI and perceived social support. As in prior research (Larose et al., 2009; Sarason et al., 1986), personality was also related to perceived social support. In the current study, moreover, both self-report and performance assessments of EI added to the explanation of social support beyond the effects of personality traits, adding to evidence that distinguishes EI from personality. Although the contributions of both assessments of EI were statistically significant, the contribution of the performance measure was relatively small. For performance assessment of EI, the contribution of all four dimensions when considered simultaneously was significant but no single dimension was significant. The seemingly more robust contribution of self-reported EI to perceived social support may be understood in several ways. Since both self-report measures assess perceptions, method variance, or the extent to which the general perception or mood state of the individual might impact responses to both measures, may be one explanation. It also makes sense that individuals’ confidence in their emotional skills would impact their expectation of support from others. So while actual skill in EI is relevant and related to perceived social support, self-perceptions of EI skills appear to matter as much and perhaps more than EI as assessed through performance measures

Recommendation
The results also suggest how specific aspects of EI may relate to perceived support. For example, with regard to self-report EI, individuals’ perceptions that they can accurately appraise the emotions of self and others and express their emotions appropriately contributed to perceived social support. That is, persons who perceive more available social support report that they are better able to recognize emotions in themselves and in others and to express their emotions. They also see themselves as being able to use their emotions in solving problems. Since social support involves an exchange of resources between persons (Shumaker & Brownell, 1984), often under conditions of psychological distress, and involves recognition of the need for and ability to appropriately ask for assistance, perceived skill in the appraisal and expression of emotions relates logically to social support. The use of emotions in problem solving also reasonably relates to one’s capacity to use emotional support in problem solving and coping.