Examining Emotional Intelligences as A Mediator Between Social Support and School Climate to Enhance Adolescent Subjective Well-Being

Abstract

This study is to investigate the function of emotional intelligence as a mediator between social support and school climate in improving the subjective well-being of teenagers in Yogyakarta. Subjective well-being is a crucial component of adolescent psychological development, shaped by the social and emotional context within educational settings. The research methodology employs a quantitative approach, utilizing a sample of students from boarding schools in Yogyakarta. Data were gathered using a questionnaire assessing levels of social support, school atmosphere, emotional intelligence, and subjective well-being. Path analysis was performed to investigate the links among variables and the mediating function of emotional intelligence. The findings indicate that social support and school climate exert a direct positive influence on adolescents' subjective well-being, with emotional intelligence serving as a substantial mediator in this relationship. These findings highlight the significance of cultivating emotional intelligence, alongside fostering good social support and a conducive school atmosphere, to improve the psychological well-being of adolescents in boarding school settings. These findings conceptually endorse Bronfenbrenner's theory of developmental ecology, which posits that an individual's well-being is shaped by the interplay between personal variables and their social environmental milieu.