Pages: 367-375
Moumita Mukherjee1, Pooja Law2, and Khusbu Baid3 (Department of Psychology, Faculty of Arts and Social Studies, St. Xavier’s University, Kolkata, West Bengal1, Department of Applied Psychology, University of Calcutta, Kolkata, West Bengal2, and Department of Psychology, Indian Institute of Psychology and Research (IIPR), Bangalore, Karnataka3)

Understanding and managing emotions, one’s own as well as that of others, are often considered key skills, in today’s world, for success. In addition, creative thinking is often deemed essential to judicial problem solving and decision making, towards the same larger objective. In this context, the present study was conceived to explore the relationship, if any, between emotional intelligence, social intelligence, and creativity among early adolescents. 113 female adolescent Class VIII students of a reputed Kolkata school, aged 13-14 years, were selected to participate in the study, via purposive sampling technique. Emotional Intelligence was assessed using the Emotional Quotient Test by Singh and Chadha, Social Intelligence using Social Intelligence Scale (SIS-CG) developed by Chadha and Ganesan, and Creativity using the Torrance Test of Creativity (modified version of Torrance’s Creative Personality Test) developed by Torrance. Data were compiled using Microsoft Excel after obtaining self-report measures using paper-pencil forms of the aforementioned tests from the 113 participants. To assess the strength of association among the variables, Pearson’s Product Moment correlation coefficient was deemed suitable. The results showed that there exist statistically significant correlations between emotional intelligence and social intelligence, emotional intelligence and creativity, and social intelligence and creativity, among the sample of female adolescent school students. Multiple Regression with Emotional and Social Intelligence as Predictor Variables affecting Criterion Variable Creativity revealed significant results, indicating that emotional and social intelligence do statistically significantly predict the creativity. Implications of these findings with respect to potential academic achievements are discussed.