Emotional Intelligence and Family Environment as Predictors of Students’ Social Behavior in Indonesian Primary Schools: A Multiple Regression Analysis

Social behavior underpins children's school adjustment, yet the joint contribution of internal and family-related factors among rural elementary students has rarely been examined within a single model. This study analyzed the partial and simultaneous effects of emotional intelligence and family environment on the social behavior of fifth-grade students. An associative quantitative design was applied to 79 students from three public elementary schools selected through total sampling. Data were collected via validated Likert-scale questionnaires and analyzed using multiple linear regression after classical assumptions were confirmed. Results showed that emotional intelligence (β = .449, p < .001) and family environment (β = .308, p = .002) each exerted a positive and significant partial effect, together explaining 39.6% of the variance in social behavior. These findings imply that school-based emotional intelligence programs should be integrated with family-focused interventions to effectively optimize students' social behavior.