Relationship between Emotional Intelligence and Multiple Literacy among Secondary School Students in the Socio-Technological Transformation Era

Abstract

Introduction: multiple literacy is an important skill that students must have to face academic, social, and technological challenges in the 21st century. In the context of rapid socio-technological transformation, emotional intelligence is seen as having an important role in supporting students’ ability to understand, filter, and utilize various forms of literacy, including literacy, digital, and civic literacy. This study aims to analyze the relationship and influence of emotional intelligence on multiple literacy among secondary school students in the socio-technological transformation era. Method: this study used a quantitative approach with a correlational design. Data were collected from 200 secondary school students in Pekanbaru, Indonesia, actively involved in the school literacy program. The research instrument consisted of two parts: one to measure five indicators of emotional intelligence, and one to measure three dimensions of multiple literacy, namely literacy, digital literacy, and civic literacy. Results: the results of the descriptive analysis showed that the level of emotional intelligence and multiple literacy of students was in the high category. Inferential analysis using the Pearson correlation test showed a significant positive relationship between emotional intelligence and multiple literacy. These findings indicate that the higher the emotional intelligence of students, the higher their multiple literacy skills. Conclusion: emotional intelligence contributes significantly to supporting students’ literacy skills in various aspects, especially in interacting critically, ethically, and responsibly with information and in social citizenship life in the socio-technological transformation.