One hundred and nine junior high school students were surveyed to assess their perception of their parent's influence on their emotional intelligence (EI) and their own EI; and their task orientation (TO), social functioning (SF), and depression symptomatology (DS). Path analysis disclosed a substantial effect of parental modeling, encouragement, facilitation, and rewarding on the students' emotional intelligence, and important effects of EI on TO, SF, and DS were found. The results were interpreted in the light of modern social cognitive theory and recommendations were made for further study.
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