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• The Role of Emotional Intelligence in High School Students’ Ethical Decision-Making

  D. Qu

  Collection of Articles on Social Sciences (2024). 1

  
  

  Abstract

  Navigating the complex landscape of adolescence in the digital age presents unique challenges, with social media, technological divides, and academic pressures intensifying the already demanding expectations placed on teenagers. This study explores the role of Emotional Intelligence (EI) in ethical decision-making among high school students. Emotional Intelligence, encompassing abilities such as self-awareness, empathy, and emotional regulation, plays a crucial role in understanding and managing emotions, which is essential for ethical reasoning.   A survey was conducted among 68 students from an ethnically and academically diverse suburban high school, assessing their EI levels and ethical decision-making capabilities through a series of dilemmas. The results indicate a significant correlation between higher EI scores and better ethical decision-making abilities. Respondents with higher EI were more adept at navigating moral dilemmas, suggesting that EI serves as a valuable predictor of ethical behavior.   Additionally, a secondary survey compared students' theoretical ethical choices with their anticipated real-life actions, highlighting the influence of peer pressure and social norms on decision-making. The findings underscore the importance of fostering EI skills in educational settings to better equip students for the ethical challenges they will face.   This study contributes to the growing body of literature on the intersection of EI and ethics, emphasizing the need for holistic educational approaches that prioritize emotional and ethical development. Future research should expand to diverse populations and employ longitudinal methods to further elucidate the causal relationships between EI and ethical decision-making.

  Abstract
  Navigating the complex landscape of adolescence in the digital age presents unique challenges, with social media, technological divides, and academic pressures intensifying [...]

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