Date

6-17-2026

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Joyce Brady

Keywords

Emotional Intelligence, Diverse Learners, Age, Learning Disabilities, Learning Differences, Specific Learning Disabilities

Disciplines

Psychology

Abstract

This quantitative comparative study explored the complex relationship between emotional intelligence (EQ) and Learning Differences (LDs), focusing on academic, social, and emotional development of adolescents diagnosed with specific learning disabilities (SLDs), attention deficit hyperactivity disorder (ADHD), and high- functioning autism spectrum disorder (ASD). The study investigated whether differences in EQ exist between students with and without LDs and whether age influences EQ development. The 102 participants included male and female students in grades 6-12, ages 11-18, attending a Christ-centered college preparatory school. Students completed a 30-question EQ questionnaire during the researcher’s class time, and online surveys were coded to identify LD status while maintaining confidentiality. The results indicated that students with LDs demonstrated lower overall emotional intelligence than their peers without LDs. Statistical analysis revealed a modest but significant relationship between LD status and overall EQ (p = 0.45), supporting the hypothesis that adolescents with LDs exhibit lower overall EQ. However, analyses of specific EQ domains like intrapersonal skills (p = .468), interpersonal skills (p = .925), or EQ development across age groups (p = .955) did not show significant differences. The study highlights the importance of implementing targeted interventions and Social and Emotional Learning (SEL) programs to improve academic, social, and personal outcomes for students with learning differences.

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