Name: Ankit Kumar
Country: India

Year: 2025
Volume: Volume-10, Issue-2 (July-December)
Page Number: 20-32
DOI: https://doi.org/10.5281/zenodo.17802710

ABSTRACT
This study examines the interrelationship between emotional intelligence (EI), metacognitive
awareness and problem-solving abilities in adolescents aged 14-18. While previous research has
investigated these constructs independently, limited attention has been given to their potential
synergistic effects. Using a mixed-methods approach, 246 high school students from Samastipur
completed standardized measures of emotional intelligence (MSCEIT-YV), metacognitive awareness
(MAI) and problem-solving skills (PSI-TECH). Additionally, qualitative data was collected through
semi-structured interviews with a subset of 28 participants. Results indicate significant positive
correlations between emotional intelligence and metacognitive awareness (r = .68, p < .001),
emotional intelligence and problem-solving (r = .59, p < .001) and metacognitive awareness and
problem-solving (r = .71, p < .001). Path analysis revealed that metacognition partially mediates the
relationship between emotional intelligence and problem-solving performance. Furthermore, students
with high scores in both EI and metacognition demonstrated significantly superior problem-solving
abilities compared to those with high scores in only one domain or low scores in both. These findings
suggest that emotional intelligence and metacognition function synergistically, enhancing adolescents'
capacity to effectively approach and resolve complex problems. Educational implications include the
potential benefits of integrated interventions targeting both emotional and metacognitive skills
development in adolescents.
Keywords: emotional intelligence, metacognition, problem-solving, adolescent development,
cognitive processes, educational psychology, self-regulation, social-emotional learning