Effect of School Environment on the Emotional Intelligence of Indian Students Studying in Kuwait

Abstract

The present study examines the impact of the school environment on the emotional intelligence (EI) of Indian students studying in Kuwait. Utilizing a sample of 400 students from four CBSE-affiliated schools selected through purposive and random sampling techniques, the research investigates key variables such as adolescence stage, gender, and dimensions of the school environment in relation to their emotional intelligence. Emotional intelligence, defined as the ability to manage, understand, and utilize emotions positively, is assessed using the Emotional Intelligence Scale (Hyde, Pethe, & Dhar, 2002), while the school environment is evaluated using the School Environment Inventory (Mishra, 2000). The findings reveal that emotional intelligence varies across stages of adolescence, with middle adolescents scoring higher in emotional intelligence compared to late adolescents. Gender differences are noted, with male students exhibiting slightly higher emotional intelligence scores than females, though these differences are not statistically significant. Middle adolescents perceive higher levels of creative stimulation, cognitive encouragement, and permissiveness in the school environment compared to late adolescents. Emotional intelligence in both groups is positively influenced by these dimensions, with cognitive encouragement and creative stimulation emerging as the most impactful. Conversely, dimensions such as rejection and control exhibit varying effects. Rejection slightly negatively influences emotional intelligence among late adolescents, while control positively affects emotional intelligence across both stages of adolescence. Analysis of variance (ANOVA) and Pearson correlation analysis underscore significant relationships between the school environment dimensions and emotional intelligence. Regression analysis highlights the predictive power of the school environment in shaping emotional intelligence. The study underscores the critical role of a supportive school environment in fostering emotional intelligence, with implications for curriculum design and policy-making. By identifying key environmental factors, this research contributes to a deeper understanding of how schools can empower students to develop emotional resilience and maturity, ultimately preparing them for success in personal and social spheres.