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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.

Introduction Navigating the complex landscape of adolescence in the digital age presents a unique set of challenges that previous generations may not have encountered. The proliferation of social media platforms and the ever-present Apple/Android technological divide have fundamentally altered the dynamics of friendship and social interaction. While our parents may have had to contend with peer pressure and social hierarchies, today's teenagers face the added complexities of maintaining online personas, managing digital footprints, and negotiating the intricacies of virtual communication. Furthermore, the academic landscape has become increasingly competitive, with students feeling immense pressure to excel in rigorous coursework such as Advanced Placement (AP) classes. The quest for acceptance into prestigious universities has become a driving force behind academic pursuits, intensifying the already demanding expectations placed on adolescence. In the midst of these challenges, the importance of Emotional Intelligence (EI) cannot be overstated. EI, a multifaceted construct encompassing the ability to perceive, understand, manage, and regulate one's own emotions, as well as effectively navigate the emotions of others, plays a pivotal role in ethical decision-making. While the connection between emotions and moral reasoning has been a topic of philosophical discourse for centuries, recent advancements in psychology, neuroscience, and organizational behavior have shed new light on the intricate relationship between affective states and ethical judgments. The notion that emotions play a pivotal role in ethical decision-making is not a recent revelation. Scholars and thinkers across disciplines such as Aristotle and Immanuel Kant have long debated the intricate relationship between affective states and moral reasoning. Recent advancements in psychology, neuroscience, and organizational behavior have further fueled interest in how Emotional Intelligence serves as a catalyst or impediment in the ethical decision-making process. To appreciate the role of Emotional Intelligence in ethical decision making, it is essential to delve into the roots of this complicated and intertwined construct. At the forefront of this research are scholars such as Peter Salovey, president of Yale University, and psychologist Daniel Goleman, a Harvard graduate. Salovey's seminal work laid the foundation for the modern understanding of EI, conceptualizing it as the capacity to monitor and discriminate among one's own and others' feelings, and to utilize this emotional information to inform decision-making processes (Mayer et al.). Goleman, building upon Salovey's framework, popularized the concept of EI and emphasized its relevance across various domains of human life, including leadership, interpersonal relationships, and, notably, ethical decision-making (Drigas et al.). In today's rapidly changing world, where adolescents face unprecedented social, academic, and technological pressures, cultivating Emotional Intelligence emerges as a vital skillset. By honing their ability to recognize and manage their emotions, as well as empathize with others, teenagers can navigate the complexities of adolescence with greater resilience and integrity. Moreover, by integrating EI into their ethical decision-making processes, young people can foster a sense of moral responsibility and contribute to creating a more compassionate and ethical society. Literature Review Several studies across different health professions have highlighted the importance of EI in fostering effective therapeutic relationships and improving patient outcomes. However, within the pharmacy profession, research on EI remains limited, presenting a gap in our understanding of its role and relevance. The existing literature underscores the multifaceted nature of EI, encompassing abilities such as self-awareness, empathy, and emotional regulation, all of which are crucial for pharmacists in their interactions with patients, colleagues, and other healthcare professionals. According to Frank Romanelli, professor of pharmacy at UK College, while traditional markers of intelligence have long been used in pharmacy education and practice, the incorporation of EI may offer a complementary approach to enhancing professional competence and patient-centered care. Studies outside pharmacy, particularly in medicine and nursing, have shown associations between EI and various outcomes, including improved communication, greater patient satisfaction, and enhanced coping with stress (Romanelli et al.). These findings suggest that EI could serve as a valuable predictor of success and effectiveness in healthcare settings, including pharmacies. However, challenges exist in defining and measuring EI, with debates surrounding its conceptualization and the reliability of assessment instruments. The lack of standardized measures tailored specifically for pharmacy professionals further complicates research efforts in this area. Despite these challenges, the potential benefits of understanding and incorporating EI into pharmacy education and practice are considerable. By fostering emotional intelligence skills among pharmacists and pharmacy students, such as active listening, empathy, and conflict resolution, pharmacy practice could evolve towards a more patient-centered approach, ultimately improving health outcomes and patient satisfaction. Emotional Intelligence (EI) is closely linked to ethical decision-making, acting as a guiding force in understanding and managing emotions, both in oneself and others. The concept, initially conceptualized by Peter Salovey and further popularized by Daniel Goleman, underscores the importance of EI in various facets of human life, including ethical decision-making. Individuals with higher EI are generally better equipped to navigate complex emotional landscapes, which often accompany ethical dilemmas, allowing for a more balanced and thoughtful decision-making process. This connection suggests that EI plays a pivotal role in influencing the quality of ethical decisions, as it facilitates a deeper understanding and consideration of emotional nuances in moral reasoning. Building on this understanding, recent neuroscientific studies, as highlighted by Joshua D. Greene from Harvard University, have identified neural pathways linking emotional centers in the brain with regions responsible for moral reasoning. These findings provide empirical support for the inherent link between emotional experiences and the ethical judgments individuals make. The ethical decision-making process frequently presents individuals with moral predicaments demanding careful consideration and reflection, necessitating a harmonious balance between reason and emotion (Greene et al.). The ethical decision making process often confronts individuals with moral predicaments that require careful consideration and reflection. From corporate boardrooms to healthcare settings, professionals are tasked with navigating ethical dilemmas that necessitate a delicate balance between reason and emotion. To comprehend the impact of Emotional Intelligence on these decisions, we turn to the work of ethics such as Lawrence Kohlberg, professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University, and Carol Gilligan, Graduate of Harvard University, who have explored the developmental stages of moral reasoning and underscored the role of emotions in shaping ethical perspective (Kohlberg et al.). Kohlberg describes six stages of moral development, grouped into three levels: pre-conventional, conventional, and post-conventional. Each stage represents a different way of understanding and reasoning about moral dilemmas, with increasingly complex and abstract moral considerations at higher stages. Kohlberg presents empirical evidence to support his theory, drawing from longitudinal studies and cross-cultural research. He discusses how individuals progress through the stages of moral development and the factors that influence moral reasoning, such as cognitive development and socialization. Kohlberg discusses the practical implications of his theory for education, parenting, and moral reasoning in society. He argues that fostering moral development requires creating environments that promote critical thinking, perspective-taking, and moral reflection. Peter J. Jordan, a Professor of Organizational Behavior at the Griffith Business School, states beyond individual decision-makers, organizations are increasingly recognizing the relevance of Emotional Intelligence in fostering ethical cultures. High levels of EI among leaders have been linked to improved ethical climate, employee satisfaction, and organization performance (Jordan et al.). Within differing opinions, it is crucial to consider the thoughts of everyone, especially those who are directly affected or involved in ethical decision-making. That is why researchers have surveyed corporate employees, healthcare workers and the general public. However, the one group that has been left out of the discussion is high school students. Given high schoolers age and environment, understanding their opinion regarding important decisions that they will make in the future is valuable. Thus, this study aims to explore and interpret the question: What is the role of Emotional Intelligence in Ethical Decision-Making? Methods In order to address this question a survey was designed that asked the participant to answer a number of questions to determine their emotional intelligence level and Ethical decision-making capabilities. All participants came from an ethnically diverse, co-ed, 9-12th grade suburban highschool (MHS) and they were between the ages of 14-18 and grades 9-12th. As much as my participants were ethnically diverse they were academically diverse as well. To collect data, participants filled out an anonymous survey. The survey first included demographic questions which included questions on grade, age, gender, ethnicity and daily phone usage. It was then followed up with questions to determine the participants' Emotional Intelligence. Emotional Intelligence is known to have a variety of pillars, These include self-awareness, self-regulation, motivation, empathy, social skills, emotional expression, adaptability, conflict resolution, stress management and relationship building. Each pillar included 2 yes or no questions to determine the participants emotional intelligence. Participants scoring from 17-20 were considered to have high emotional intelligence, 13-16 points: moderate emotional intelligence, 8-12 points: developing emotional intelligence and 0-7 points: low emotional intelligence. An example of questions included were ‘Are you generally motivated to achieve your goals, even in the face of obstacles?’ and ‘Can you easily understand and share the feelings of others?’ Finally, the third part of the survey included 5 different situations, which were adapted from Santa Clara County’s workplace ethics survey, from which the participant was provided a dilemma where they had to choose the most ethical between 3 different decisions. Additionally, participants were instructed to pick what they thought was the most ethically correct answer and not what they would do in the situation since these don’t always align. Question one was a confidentiality situation where the participant overheard their teacher discussing another student's confidential information with someone who is not involved in the student. Question 2 being an integrity dilemma, participants had to decide what is the most ethical course of action when a peer asks you to manipulate data. Third, an environmental dilemma, participants had to decide what to do when seeing their teacher smoking a cigarette on school grounds. Forth was an inclusion predicament where one of the participants' classmates constantly dismissed ideas from a classmate who comes from a different cultural background. And last was testing your personal integrity where you accidentally receive an email containing confidential information about a student's academic achievements. Once the survey was complete the participant was then provided the correct answer in addition to the reason the other choices were incorrect or not as strong of a decision. Finally the most ethical answer earned 1 point while the 2 less ethical answers received 0. Total points were then calculated for an individual's ethical decision-making score (ranging from 0 to 5). With higher scores indicate a better understanding and application of ethical principles in the given scenarios. Results 68 people participated in this study. 35 were male 334 were female. High school juniors made up the largest group with 37 (53%) followed by 15 were seniors, 11 sophomores and 4 freshmen. The average of respondents was 16.29 years old. Additionally about 80% of students used their phone for more than 4 hours a day. Respondents were given an emotional intelligence survey, shown which included 20 Yes/No questions which were used to evaluate their emotional intelligence score. The range of emotional intelligence scores were from 13 to 18 with the mean emotional intelligence (EI) score of respondents being 1 or interpreted as ‘developing emotional intelligence’. This can be seen in table 1 which displays how students responded to the Emotional Intelligence survey. The question most commonly answered yes to was “Do you actively work to build and maintain positive relations with others?” with 84% of respondents answering yes to. The question most commonly answered was “Can you easily understand and share the feelings of others?” with only 36% of respondents answering yes.