抄録
Emotional intelligence, defined as the ability to accurately recognize and regulate one’s own and others’ emotions, has been suggested as a predictor of psychological adjustment. Furthermore, emotional intelligence is assumed to consist of multiple subdomains, and an approach has been proposed to examine the relationship between profiles formed by combinations of these subdomains and psychological adjustment. This study investigated the profiles of emotional intelligence and self-esteem among 118 students enrolled in a daytime part-time high school, and examined their relationship with school adjustment. Cluster analysis and ANOVA revealed four distinct clusters: (a) “moderate group” characterized by average levels of emotional intelligence and self-esteem; (b) “high competence group” with generally high levels of both emotional intelligence and self-esteem; (c) “low competence group” with generally low levels of both constructs; and (d) “other-oriented group” characterized by low self-esteem and an uneven emotional intelligence profile—specifically, low scores on resourcefulness and goal pursuit, but high scores on consideration and voluntary helping. The self-esteem scores of the other-oriented group were as low as those of the low competence group. The low competence group showed significantly lower school adjustment scores compared to both the high competence and moderate groups. In contrast, the other-oriented group did not differ significantly from any of the other groups in terms of school adjustment. These findings suggest that, although students in the other-oriented group do not exhibit notable difficulties in school adjustment, they may experience a unique form of internal distress due to their low self-esteem.
