Family and School Environment in Relation to Adolescents Emotional Intelligence and Future Aspiration

This study aimed to examine the impact of family atmosphere and school environment on adolescents' emotional intelligence and future aspiration. Survey data from 1000 adolescent (Male = 500, Female = 500) students were collected and analyzed about their emotional intelligence and future aspiration. The average mean age of participants is M = 16.43 and standard deviationisO. 89. Preliminary analyses ofthe data in MANOVAusing gender, socio-economic status, and family type as the independent variables revealed that it was only gender that has significant (F = 4.543; p < .05), overall effect on a linear combination of emotional intelligence and future aspiration. But the univariate results showed that gender has no significant effect on emotional intelligence and future aspiration. In the main analyses ofthe data in MANOVAusing family atmosphere and school environment as the predictors and emotional intelligence and future aspiration as criterion variables demonstrated that the overall regression model was significant (F = 29.313; p < .001), indicating that family atmosphere and school environment have significant overall effect on a linear combination of emotional intelligence and future aspiration. The univariate results showed the significant main effects ofthe predictors (F = 48.106, p< .001; F = 12.174; p<.001), on each of the criterion variables. Parameter estimates indicated that both family atmosphere and school environment have significant positive effects on emotional intelligence. The implications of these findings for theory, research, and practice are discussed.