A COMPARATIVE STUDY OF THE EMOTIONAL INTELLIGENCE OF HIGH SCHOOL STUDENTS IN RELATION TO LOW AND HIGH MOBILE PHONE USAGE
DOI:
https://doi.org/10.29121/JISSI.v2.i2.2026.98Keywords:
Mobile Phone, Smartphone Addiction, Emotional Intelligence, High School Students, Adolescence, Urban Students, Rural StudentsAbstract
In contemporary times, mobile phones have become an integral part of students' academic, social, and personal lives. Through them, students easily access knowledge, information, educational materials, communication channels, and various forms of entertainment. Conversely, excessive and uncontrolled mobile phone usage is linked to issues such as lack of attention, social isolation, sleep disturbances, anxiety, and behavioral dependency among students. Adolescence is a highly sensitive period regarding emotional development; therefore, studying the relationship between the impact of mobile phones and students' emotional intelligence is of significant importance. This research paper aims to conduct a comparative study of the emotional intelligence of high school students experiencing low versus high levels of mobile phone impact. The study focuses on 9th-grade students from selected urban and rural government high schools in the Raipur district. A total of 800 students—comprising 400 boys and 400 girls—participated in the comprehensive study; based on location, 400 students were from urban areas and 400 from rural areas. The impact of mobile phones was measured using the 'Smartphone Addiction Scale' developed by Dr. Vijayshree and Dr. Masood Ansari, while emotional intelligence was assessed using the 'Emotional Intelligence Scale' developed by Dr. Arun Kumar Singh and Dr. Shruti Narayan. Students were categorized into low and high mobile phone impact groups based on the overall mean smartphone addiction score of 70.16. Statistical analysis involved the use of mean, standard deviation, and independent sample t-tests. The results revealed that across all groups—urban boys, rural boys, urban girls, and rural girls—students with low mobile phone impact exhibited higher emotional intelligence compared to those with high mobile phone impact, and the differences observed in all groups were statistically significant. The research findings highlight the need to encourage balanced digital behavior, emotional development, and responsible mobile usage at the school level.
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