Emotional intelligence and risk-taking engagement among adolescents: Basis for a behavioral intervention framework

This study investigated the relationship between emotional intelligence and engagement in risk-taking behavior among adolescent students of the College of Education at Romblon State University, with the objective of identifying emotional competencies associated with behavioral regulation and health-promoting choices. Guided by the Ability Model of Emotional Intelligence and the Theory of Planned Behavior, the study examined how emotional intelligence dimensions relate to adolescents’ behavioral tendencies and decision-making processes. A descriptive-correlational design was adopted, utilizing proportionate stratified random sampling to obtain data from 283 respondents. Validated survey instruments measured emotional intelligence and risk-taking behaviors. Data analysis employed descriptive statistics and Pearson product–moment correlation using SPSS software. Findings indicated that respondents exhibited moderate levels of emotional intelligence across intrapersonal, interpersonal, adaptability, and stress management domains, while general mood was rated high. Overall engagement in risk-taking behavior was low, with dietary behavior at a moderate level and physical activity, safety and precautionary practices, sexual behavior, and substance use at low to very low levels. Correlation analysis revealed statistically significant negative relationships between overall emotional intelligence and multiple risk-taking behavior domains (p < .05), particularly in safety practices, sexual behavior, and substance use, indicating that higher emotional intelligence corresponds with reduced behavioral risk. The results affirm emotional intelligence as a significant psychological resource that supports adolescents’ self-regulation, judgment, and adaptive behavioral control. Based on these empirical findings, the study developed the E.M.O.T.E. Behavioral Intervention Framework, a school-based model that integrates emotional awareness, stress regulation, responsible decision-making, and healthy lifestyle development. This framework provides a systematic and evidence-based guide for educators and school administrators seeking to strengthen preventive mental health and behavioral programs. The study contributes to the growing body of literature on emotional intelligence in adolescent development and offers practical implications for educational policy, guidance services, and future intervention-based research.