EXAMINING THE ROLE OF SOCIO-EMOTIONAL INTELLIGENCE IN ENHANCING PEER COLLABORATION AMONG SECONDARY SCHOOL STUDENTS

Abstract

This study investigates the role of socio-emotional intelligence (SEI) in promoting peer collaboration among secondary school students in Punjab, Pakistan. Using a quantitative, cross-sectional design, data were collected from 605 students through self-developed SEI and peer collaboration scales. Findings revealed a significant, moderate positive relationship between SEI and peer collaboration (r = .405, p < .001). Regression analysis indicated SEI accounted for 16.4% of the variance in peer collaboration (R² = .164). Differences in SEI and collaboration were significant across age and locality but not gender. The study highlights the importance of fostering SEI to enhance collaborative learning and recommends incorporating SEI-focused interventions in secondary education.