Social Support Moderates the Effect of Perceived Stress on Emotional Intelligence of Adolescents

Emotional intelligence of adolescents is associated with social support and perceived stress. Limited research has explored the combined, and interaction effects of these two variables on emotional intelligence of adolescents. The aim of the present study was to investigate (1) the relationship between social support, perceived stress and emotional intelligence; (2) the controlled effects of social support, perceived stress and sociodemographic variables on emotional intelligence; and (3) the interaction effect of social support and perceived stress on emotional intelligence. The Interpersonal Support Evaluation List (ISEL-12), Perceived Stress Scale (PSS-10) and Brief Emotional Intelligence Scale (BEIS-10) were utilized for data collection in a sample of 1242 adolescents (10-to-19 years). Results show that emotional intelligence and social support were positively correlated, and they were inversely correlated with perceived stress. Emotional intelligence was independently predicted by social support, lower perceived stress, progression in stages of adolescence (age) and rural residence, but not by gender and family type. The effect of perceived stress on emotional intelligence was moderated by social support. At very high levels of social support, perceived stress did not impact adolescents’ emotional intelligence. However, as levels of social support decreased, the negative influence of perceived stress on emotional intelligence proportionately increased. Findings identify predictors of emotional intelligence, and suggest that the negative effect of perceived stress on emotional intelligence is greater among adolescents with lower social support. This research highlights the importance of social support networks, during adolescence, and the need to impart developmental-substage-appropriate education in emotional intelligence, stress management and interpersonal skills.