International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-3S3, November 2019

Cognitive, Emotional Intelligence and Social Development of Adolescents of Asasipintar in Accordance to the Internet Advancement

Tengku Elmi Azlina Binti Tengku Muda, Nor Ashika Binti Nasirudeen*, Rorlinda Binti Yusof, Mohd Affendi@Ewan Bin Mohd Matore, Nurulhaidah Binti Daud

 certain adjustments are mend to be made in themselves in Abstract: Internet as a common technology in the current life of order to face the challenges along the transition period. At humans enhances the quality of human lifestyles including the same time, more personal values are instilled in oneself. adolescents who are teenagers from 12 to 18 years old. Cognitive However, it is in their hands to choose whether the values are development of the adolescents is said to be their brain to be good or bad. As we know, not many teenagers succeed processing method which is also indirectly related to their in determining the right pathway when they enter the new neurological and intellectual development whereas emotional phase of life and some are unfortunately misled by the intelligence of adolescents is the maturation in the behaviour of influences around them. Furthermore, this is the time when a an adolescent and social development of the adolescents described as the interaction skills of the adolescents. Therefore, teenager would search for his clear yet specific role in his the major aim of this research is to determine the relationships own society (Christie &Viner, (2005) but most of the times, between the cognitive, emotional intelligence and social ends up being occupied by an ambiguous period between the development of the adolescents in. accordance to the rapid childhood and adulthood. According to certain specialists, development of technology known as the Internet. In this the predicaments throughout the adolescence is often research, the Working Memory Test (WMT) together with Trait exaggerated since for a mass number of adolescents, this Emotional Intelligence Questionnaire- Short Form (TEIQue- process of maturation is more likely to be smooth and SF) as well as the Social Self-Efficacy Scale (SSE) and Internet peaceful with less trouble, Nevertheless, there is also a quite Addiction Test (IAT) to determine the correlation between the number of specialists who describes adolescence as an cognitive, emotional intelligence and social development of intense and difficult phase which is accompanied by stressful adolescents of ASASIpintar in accordance to the Internet developments caused by certain behavioural changes. advancement. The sample was 130 students of ASASIpintar, Generally, adolescents are known to be rebellious, University Kebangsaan Malaysia. Research finding showed that there is a significant relationship between the cognitive, thoughtless, distracted and daring. This is mostly because emotional intelligence and social development of the adolescents they undergo intense hormonal changes (Ramalingam, in accordance to the Internet advancement. (2004) which makes it hard for them to know how to behave. This situation could be managed if and only if the elders play Keywords: Cognitive, Emotional Intelligence, Social, their pivotal roles in guiding the younger generation (Kagu, Internet, Adolescents, ASASIpintar. (2000) based on their experience, so that they do not get dragged into the darker side of the world. I. INTRODUCTION As mentioned earlier, the character of an adolescent is moulded based on many factors influencing them. First of all, Adolescence is the stage of transformation of a child into an it would definitely be the people around them such as parents, adult through a series of internal and external changes friends and followed by their regular activities. Having said mentally and physically to achieve growth and maturity about regular activities, it is definitely noticeable that which ranges from the age of 12 to 18 years old (Peterson, adolescents nowadays are very much distracted and addicted 2004). Adolescents are referred to those who are in between to the 21st century‟s modern inventions known as the the stage of a child and an adult. This is a very crucial phase technology (Markey & Wells ( 2002); Bayraktar & Gün, whereby an adolescent has to decide who is he going to be in (2007). To be more specific, it could be said as the Internet. the future. Besides, during this adolescence stage, the According1 to1 Wikipedia,1 Internet1 could1 be1 defined1 as1 a1 teenagers are emotionally separated from their parents and global1 system1 of1 interconnected1 computer1 networks1 that1 use1 the1 Internet1 protocol1 suite1 (TCP/IP)1 to1 link1 devices1 Revised Manuscript Received on November 11, 2019. worldwide.1 It1 is1 a1 network1 of1 networks1 that1 consists1 of1 * Correspondence Author private,1 public,1 academic,1 business,1 and1 government1 Dr Tengku Elmi Azlina binti Tengku Muda, Counselor and senior networks1 of1 local1 to1 global1 scope,1 linked1 by1 a1 broad1 array1 of1 lecturer at Genius@Pintar National Gifted Centre, UKM Nor Ashika binti Nasirudeen, Faculty of Medicine electronic,1 wireless,1 and1 optical1 networking1 technologies1

PM Dr Rorlinda Yusof is Deputy Director and senior lecture at with1 extravagant1 amount1 of1 information.1 The1 usage1 of1 this1 GENIUS@Pintar Negara Universiti Kebangsaan Malaysia. source1 of1 information1 is1 widely1 Dr. Mohd Effendi @ Ewan Mohd Matore (PhD), Assistant Dean (Quality Assurance and Strategy) and senior lecturer at Faculty of Education, spread1 among1 the1 adolescent1

Universiti Kebangsaan Malaysia (UKM). in1 this1 global1 era1 for 1 education1 Dr Nurulhaidah Daud is a Senior Lecturer at GENIUS@Pintar National via1 educational1 websites1 such1 Gifted Centre, UKM

Published By: Retrieval Number: C10591183S319/2019©BEIESP Blue Eyes Intelligence Engineering DOI: 10.35940/ijrte.C1059.1183S319 & Sciences Publication 236 Cognitive, Emotional Intelligence And Social Development Of Adolescents Of Asasipintar In Accordance To The Internet Advancement

as1 TED.com,1 Khan1 Academy1 and1 Compass1 Learning1 and1 to1 self-management,1 social1 awareness1 and1 relationship1 obtain1 creditable1 information1 there1 is1 always1 sources1 like1 management1 (Segal,1 2008).1 Emotional1 intelligence1 also1

Wikipedia.1 Internet1 as1 a1 popular1 interpersonal1 includes1 both1 internal1 and1 external1 elements.1 Subsequently,1 communication1 (Quigley1 &1 Blashki,1 2003),1 they1 could.1 the1 concept1 of1 emotional1 intelligence1 is1 a1 multifactor1 domain1 access1 the1 social1 medias1 such1 as1 Facebook1 (Chubb,1 2010),1 of1 a1 set1 of1 social1 skills1 and1 competencies1 that1 affects1 one's1

Twitter1 and1 Instagram1 as1 well1 as1 for 1 information1 sharing,1 ability1 to1 recognize1 emotional1 understanding1 and1 mediums1 such1 as1 Gmail1 and1 Yahoo.1 Moreover,1 Internet1 is1 management,1 problem1 solving,1 and1 adaptation,1 and1 also1 prevalent1 among1 the1 adolescents1 as1 a1 channel1 to1 unwind1 effectively1 adapt1 the1 person1 to1 the1 needs1 and1 pressures1 and1 themselves1 from1 the1 daily1 grinds1 through1 online1 video1 challenges1 of1 life1 (Parker1 et1 al.2008).1 Similarly,1 Salovey1 and1 gaming1 (Roberts1 et1 al,1 2004).1 The1 diversity1 usage1 of1 the1 Mayer1 (1990)1 think1 that1 emotional1 intelligence1 involves1 the1

Internet1 has1 definitely1 attracted1 the1 minds1 of1 the1 growing1 ability1 to1 monitor1 one‟s1 own1 and1 others‟1 feelings1 and1 adolescents1 to1 spend1 most1 of1 their1 time1 by1 gawking1 at1 the1 emotions,1 to1 discriminate1 among1 them1 and1 to1 use1 this1 electronic1 screens.1 A1 study1 by1 Nie1 Erbring1 (2000)1 concluded1 information1 to1 guide1 one‟s1 thinking1 and1 actions.1 In1 addition1 that1 women1 were1 more1 exposed1 to1 severe1 addiction1 to1 to1 that,1 some1 believe1 that1 emotion1 management1 skills1 involve1 internet,1 therefore1 they1 had1 more1 problems1 in1 using1 internet1 verbal1 and1 spontaneous1 expression1 of1 emotions,1 the1 ability1 to1 than1 men1 and1 this1 had1 led1 to1 more1 urge1 in1 the1 study1 of1 the1 manage1 emotions1 and1 control1 negative1 physical1 reactions,1 cognitive,1 emotional1 intelligence1 and1 social1 development1 of1 coping1 and1 anger1 management1 (Cecen,1 2006).1 During1 the1 adolescents1 in1 accordance1 to1 the1 Internet1 usage. adolescence1 phase,1 the1 teenagers1 experience1 extreme1

1 Hours1 of1 utilizing1 the1 Internet1 technology1 by1 the1 feelings1 and1 great1 emotions1 at1 different1 circumstances1 adolescents1 has1 provided1 significant1 changes1 in1 the1 various1 whereby1 their1 moods1 are1 barely1 predictable.1 This1 eventually1

1 1 1 1 1 1 1 1 1 development1 and1 revolution1 of1 their1 characters,1 especially1 results in various internal and external conflicts in an

adolescent1 such1 as1 parent-youth1 conflict1 (Subrahmanyam1 &1 during1 the1 process1 of1 mental1 and1 physical1 maturation.1 The1

Greenfield,1 2008;1 Mesch,1 2006)1 as1 he1 learns1 to1 deal1 and1 impact1 of1 the1 Internet1 on 1 the1 adolescents1 can1 be1 divided1 into1 express1 his1 emotions1 in1 a1 more1 grown-up1 way.1 On1 the1 other1 several1 categories1 such1 as1 the1 cognitive,1 emotional1 and1 social1 hand,1 they1 also1 become1 more1 sensitive1 of1 words1 and1 development.1 First1 and1 foremost,1 cognitive1 development1 is1 expression1 of1 the1 others1 towards1 them.1 Besides,1 they1 become1 closely1 related1 to1 the1 brain1 development1 in1 which1 addiction1 more1 self-conscious1 regarding1 their1 physical1 appearance1 and1 can1 affect1 one‟s1 memory1 and1 learning1 (Robinson1 and1 changes.1 Their1 self-1 esteem1 or 1 confidence1 is1 often1 related1 to1 friends,1 2004)1 and1 specific1 neurological1 structures1 (Das1 &1 their1 appearance1 on 1 how1 they1 look.1 They1 tend1 to1 compare1 Naglieri,1 2001).1 Besides,1 the1 cognitive1 development1 of1 an1 their1 physical1 bodies1 with1 their1 friends1 and1 peers1 to1 obtain1 adolescent1 can1 be1 interpreted1 as1 the1 information1 processing,1 the1 perfect1 image1 of1 themselves1 in1 another1 people‟s1 conceptual1 resources,1 perceptual1 skill,1 language1 learning1 perspective.1 It1 is1 also1 found1 that1 due1 to1 changes1 in1 emotional1

(Solso1 et1 al,1 2005),1 and1 other1 aspects1 of1 the1 developed1 adult1 development1 during1 adolescence,1 they1 experience1 changes1 in1

1 1 1 1 1 1 1 1 1 1 brain and cognitive psychology. This is known as the study the1 relationship,1 they1 prefer1 to1 spend1 more1 time1 with1 friends1 of1 mental1 processes1 such1 as1 attention,1 language1 use,1 memory1 than1 family1 (Lee,1 2009)1 and1 tend1 to1 develop1 arguments1 with1

(Sweller1 et1 al.,1 1998),1 perception1 (Bandura,1 1978),1 problem1 their1 parents1 on 1 trivial1 matters1 as1 they1 seek1 more1 solving1 (Luria,1 1973),1 creativity,1 and1 thinking.1 It1 is1 also1 can1 independence.1 As1 they1 are1 maturing,1 they1 begin1 to1 think1 be1 said1 as1 how1 an1 adolescent1 understands1 and1 articulates1 a1 more1 abstractly1 and1 question1 different1 point1 of1 views.1

1 1 1 1 1 1 1 1 1 subject1 consciously.1 At1 times,1 cognitive1 development1 of1 an1 Coming back to the topic, emotional development has a

significant1 relationship1 with1 the1 Internet1 advancement1 when1 adolescent1 is1 referred1 as1 to1 their1 intellectual1 development1

it1 is1 used1 as1 a1 medium1 by1 a1 teenager1 to1 express1 himself1 as1 which1 is1 closely1 related1 to1 their1 academic1 performance1 and1 well1 as1 involve1 in1 activities1 such1 as1 risk-tasking1 behaviours,1 how1 they1 perceive1 the1 world1 around1 them.1 It1 also1 results1 in1 faulty1 socialization1 and1 loneliness1 (Beebe1 et.al.1 2004);1 more1 progressive1 individuals1 who1 are1 able1 to1 function1 Markey1 &Wells1 (2002);1 Mesch1 (2001).1 To1 compare1 between1 effectively1 in1 the1 surrounding1 environments1 (Luria,1 1976).1 the1 level1 of1 emotional1 intelligence1 between1 boys1 and1 girls1 in1 This1 cognitive1 development1 is1 believed1 to1 be1 affected1 by1 the1 terms1 of1 general1 EI,1 some1 studies1 find1 that1 women1 have1 Internet1 advancement. better1 self-perception1 (Saklofske,1 Aus-tin,1 &1 Minski,1 2003);1 The1 cognitive1 development1 of1 adolescents1 is1 also1 closely1 Van1 Rooy,1 Alonso,1 &1 Viswesvaran,(1 2005),1 while1 others1 related1 to1 their1 emotional1 intelligence1 since1 their1 way1 of1 maintain1 that1 this1 is1 the1 case1 for 1 men1 (Kong1 et.al,1 2012);1 interpretation1 and1 perception1 determine1 the1 components1 of1 Mikolajczak1 et.al1 (2007);1 Shi1 &1 Wang,1 2007). their1 emotional1 intelligence.1 Emotions1 is1 known1 as1 the1 The1 following1 is1 the1 social1 development1 of1 the1 adolescents1 strong1 feelings1 of1 one1 resulting1 from1 his1 situations1 and1 mood1 which1 is1 affected1 by1 the1 usage1 of1 Internet.1 The1 adolescents‟1 as1 well1 as1 their1 relationships1 with1 the1 others.1 In1 the1 context1 social1 developments1 involve1 the1 dramatic1 change1 in1 their1 of1 adolescents‟1 emotional1 development,1 it1 is1 stated1 that1 an1 quantity1 and1 quality1 of1 social1 relationships.1 As1 their1 adolescent‟s1 emotion1 is1 constantly1 fluctuating1 in1 order1 to1 emotions1 and1 thoughts1 become1 complex1 during1 adolescence,1 achieve1 emotional1 maturity1 as1 he1 come1 to1 know1 his1 true1 their1 social1 relationships1 also1 tend1 to1 become1 more1 complex.1 unique1 identity.1 Here1 comes1 emotional1 intelligence1 (EQ)1 Their1 social1 sphere1 which1 has1 been1 previously1 occupied1 only1 which1 could1 be1 defined1 the1 capability1 of1 a1 person1 to1 manage1 by1 their1 friends1 and1 family,1 expands1 greatly1 into1 a1 more1 and1 control1 his1 or 1 her1 emotions1 and1 possess1 the1 ability1 to1 intrinsic1 network1 including1 control1 the1 emotions1 of1 others1 (Goleman,1 1996,1 2004;1 Mayer1 many1 more1 people1 and1 many1 et.al,1 2000;1 Salovey1 &1 Mayer,1990)1 as1 well.1 It1 is1 said1 to1 have1 types1 of1 different1 relationships.1 five1 main1 elements1 such1 as1 -1 self-awareness,1

Retrieval Number: C10591183S319/2019©BEIESP Published By: DOI: 10.35940/ijrte.C1059.1183S319 Blue Eyes Intelligence Engineering 237 & Sciences Publication International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-3S3, November 2019

Furthermore,1 the1 social1 changes1 occur1 continuously1 as1 they1 could1 be1 said1 that1 Internet1 could1 retard1 social1 development1 of1 search1 for 1 their1 identities,1 seek1 for 1 more1 independence1 and1 adolescents1 whereby1 they1 form1 low1 quality1 friendships1 with1 responsibilities.1 They1 also1 look1 for 1 new1 experiences1 as1 their1 strangers1 and1 thereby1 affecting1 their1 pre-existing1 offline1 nature1 of1 brain1 development1 induces1 them1 to1 be1 more1 relationships1 (Locke,1 1998).1 Moreover,1 frequent1 use1 of1 the1 engaged1 in1 risk-tasking1 behaviour1 as1 they1 develop1 control1 Internet1 to1 seek1 support1 and1 feedback1 from1 friends1 is1 capable1 over1 their1 impulses.1 The1 adolescents1 commence1 to1 think1 of1 affecting1 the1 internal1 locus1 of1 control1 of1 adolescents1 (Chak1 about1 the1 right1 and1 wrong1 in1 the1 social1 community1 and1 &1 Leung,1 2004).1 Furthermore,1 the1 usage1 of1 Internet1 indeed1 develop1 morals1 and1 values.1 They1 also1 learn1 that1 they1 are1 creates1 peer1 pressure1 among1 the1 adolescents1 to1 engage1 in1 risk1 responsible1 for 1 their1 own1 actions,1 decisions1 and1 tasking1 behaviours1 (McIntosh1 et.al,1 2006)1 and1 negative1 consequences.1 Besides,1 some1 intends1 to1 develop1 sexual1 feedbacks1 from1 Social1 Networking1 Service1 (SNS)1 could1 identity1 whereby1 they1 start1 to1 have1 sexual1 and1 romantic1 lower1 the1 self-esteem1 of1 the1 adolescents1 (Valkenburg1 and1 relationships1 (Wolak1 1 et.al1 1 2003)1 as1 well1 as1 according1 to1 friends,1 2006).1 The1 frequent1 users1 of1 the1 Internet1 tend1 to1 lack1 certain1 resources1 boys1 are1 more1 vulnerable1 to1 be1 involved1 in1 the1 emotional1 competence1 characteristic1 of1 high1 emotional1 sexual1 activities1 (Kumar1 Shashi1 et.al,1 2013).1 Furthermore,1 intelligence,1 which1 constitutes1 an1 advantage1 for 1 social1

Kraut1 et.al1 1 (1998)1 reported1 negative1 effects1 of1 using1 the1 adaption1 and1 may1 increase1 a1 sense1 of1 loneliness1 because1 internet1 on 1 measures1 of1 social1 involvement.1 On1 the1 contrary,1 usage1 becomes1 time-consuming1 and1 impairs1 normal1

Kraut1 et1 al1 (2002)1 found1 the1 positive1 effects1 of1 using1 the1 functioning1 within1 the1 social1 and1 work-related1 realm1 leading1 internet1 on 1 communication,1 social1 involvement1 and1 to1 stress1 was1 reported1 by1 Elisabeth1 Engelgerg1 &1 Lennart1 well-being.1 In1 all1 of1 these1 cases,1 it1 can1 be1 strongly1 expressed1 Sjoberg1 (2004).1 Other1 than1 that,1 cyber-bullying1 has1 also1 been1 that1 Internet1 has1 a1 definite1 impact1 on 1 the1 social1 development1 proven1 to1 be1 the1 negative1 side1 of1 the1 Internet1 advancement1 to1 of1 adolescents1 as1 the1 new1 communication1 technologies1 the1 adolescents1 whereby1 it1 provides1 a1 stage1 for 1 online1 enable1 youth1 to1 create1 and1 maintain1 social1 bonds1 in1 bullying,1 harassment,1 and1 humiliation1 (Strom1 &1 Strom,1 completely1 different1 ways. 2005;1 Tokunaga,1 2010).

Therefore,1 there1 is1 necessity1 to1 find1 out1 the1 relationship1 Therefore,1 in1 accordance1 to1 the1 rapid1 development,1 it1 is1 between1 cognitive,1 emotional1 intelligence1 and1 social1 certainly1 essential1 to1 find1 out1 the1 relationship1 between1 the1 development1 with1 Internet1 among1 the1 adolescents1 which1 has1 cognitive,1 emotional1 intelligence1 and1 social1 enhancement1 in1 been1 a1 less1 significant1 concern1 till1 to1 date.1 However,1 it1 is1 adolescent1 in1 responding1 to1 the1 Internet1 advancement.1 Since1 found1 that1 the1 Internet1 advancement1 has1 considerable1 effects1 the1 adolescents1 are1 the1 future1 leaders1 of1 our1 country,1 there1 is1 on 1 the1 social1 life1 as1 well1 as1 cognitive1 development1 and1 an1 urge1 to1 know1 how1 their1 cognitive,1 emotional1 intelligence1 emotional1 behaviours1 of1 the1 ASASIpintar1 students1 who1 are1 and1 social1 development1 are1 influenced1 throughout1 the1 adolescents.1 Thus,1 there1 is1 an1 urge1 to1 conduct1 this1 research1 revolution1 of1 the1 modern1 technologies1 such1 as1 the1 Internet,1 among1 the1 adolescents1 of1 the1 ASASIpintar.1 As1 it1 is1 believed1 so1 that1 the1 younger1 generation1 are1 well-guided1 in1 utilising1 that1 Internet1 advancement1 has1 inter-relationships1 with1 the1 the1 technology1 in1 its1 best1 way cognitive,1 emotional1 and1 social1 development1 of1 the1 adolescents,1 this1 correlation1 has1 to1 be1 harnessed1 in1 positive1 III. RESEARCH QUESTION ways1 to1 contribute1 to1 a1 wiser1 younger1 generation1 who1 is1 1. What is the level of Internet Addiction, Cognitive capable1 of1 adapting1 themselves1 to1 the1 erratic1 environment1 of1 Development, Emotional Intelligence and Social modern1 technologies.1 As1 a1 long-term1 effect,1 this1 would1 Development among ASASIpintar students? finally1 lead1 to1 the1 quality1 members1 of1 the1 society1 and1 a1 2. What is the relationship between Internet Addiction and holistic1 future1 generation1 as1 the1 asset1 of1 our1 country. Cognitive Development among ASASIpintar students? II. PROBLEM STATEMENT 3. What is the relationship between Internet Addiction and Emotional Intelligence among ASASIpintar students? In1 the1 era1 of1 science1 and1 technology,1 the1 number1 of1 people1 4. What is the relationship between Internet Addiction and using1 the1 Internet1 has1 been1 increasing1 rampantly,1 especially1 Social Development among ASASIpintar students? among1 the1 adolescents.1 There1 are1 many1 online1 activities1 5. What is the relationship between Cognitive Development have1 attracted1 their1 attentions1 such1 as1 playing1 video1 games,1 and Emotional Intelligence among ASASIpintar students? surfing1 websites1 and1 social1 medias1 (Roberts1 et1 al,1 2004).1 If1 this1 situation1 proceeds1 to1 the1 future,1 it1 is1 truly1 important1 to1 6. What is the relationship between Cognitive Development know1 the1 effects1 of1 the1 Internet1 advancement1 on 1 the1 and Social Development among ASASIpintar students? cognitive1 development,1 emotional1 intelligence1 and1 social1 7. What is the relationship between Emotional Intelligence development1 of1 the1 adolescents. and Social Development among ASASIpintar students?

Based1 on 1 the1 Pew1 Research1 Centre1 (2016)1 in1 2015,1 it1 was1 found1 that1 24%1 of1 teens1 go1 online1 “almost1 constantly,”1 with1 IV. LITERATURE REVIEW the1 widespread1 usage1 of1 smartphones1 in1 the1 younger1 Internet1 Addiction1 and1 Emotional1 Intelligence1 among1 generation.1 It1 was1 also1 stated1 that1 the1 report1 shows1 more1 than1 Adolescents half1 of1 the1 teens1 which1 consists1 of1 56%1 whose1 ages1 are1 For1 the1 relationship1 between1 emotional1 intelligence1 and1 between1 131 to1 17,1 go1 online1 several1 times1 a1 day1 and1 12%1 of1 Internet1 advancement,1 it1 was1 found1 that1 the1 usage1 of1 Social1 them1 once1 a1 day.1 At1 the1 same1 time,1 6%1 of1 the1 teens1 go1 online1 Networking1 Service1 (SNS)1 weekly1 and1 2%1 are1 even1 less1 often.1 In1 addition,1 the1 teens1 among1 the1 adolescents1 further1 without1 smart1 phones1 tend1 to1 online1 less1 frequently1 complicates1 their1 relationship1 compared1 to1 the1 others.1 Based1 on 1 previous1 researches,1 it1

Published By: Retrieval Number: C10591183S319/2019©BEIESP Blue Eyes Intelligence Engineering DOI: 10.35940/ijrte.C1059.1183S319 & Sciences Publication 238 Cognitive, Emotional Intelligence And Social Development Of Adolescents Of Asasipintar In Accordance To The Internet Advancement

with1 their1 parents1 (Subrahmanyam1 &1 Greenfield,1 2008;1 cause1 of1 changes1 in1 emotional1 behaviour1 such1 as1 depression1

Punamaki1 et.al,1 2007).1 Another1 study1 found1 that1 social1 in1 them1 (Sarah1 Rose1 Cavanagh,1 2017).1 At1 the1 same1 time,1 media1 use1 by1 adolescents1 has1 also1 been1 found1 to1 contribute1 to1 certain1 parents1 utilize1 the1 SNSs1 to1 maintain1 their1 adolescent-parent1 conflicts1 leading1 to1 change1 in1 relationship1 with1 their1 children1 by1 being1 constantly1 interactional1 patterns1 and1 sometimes1 to1 suicide1 (Shah1 et.al,1 connected1 to1 them1 via1 SNS1 of1 their1 choice1 despite1 some1

2016).1 Some1 adolescents1 are1 prone1 to1 develop1 symptoms1 of1 parents1 who1 are1 unaware1 of1 their1 teen‟s1 online1 activities1

Internet1 addiction1 than1 others1 including1 those1 who1 (Kanter,1 Afifi1 &1 Robbins,1 2012)1 and1 some1 adolescents1 who1 experiences1 physiological1 symptoms1 and1 disorders1 such1 as1 has1 been1 using1 Facebook1 for 1 more1 years1 and1 more1 hours1 per1 depression,1 ADHD1 symptoms1 or 1 hostility1 (Yen,1 2007).1 week1 agree1 on 1 the1 statement1 that1 they1 were1 happier1 than1 they1

Spending1 excessive1 amounts1 of1 time1 on 1 SNSs1 on 1 the1 Internet1 were1 before1 (Chou1 and1 Edge,1 2012).1 However,1 overall,1 until1 actually1 can1 lead1 to1 symptoms1 of1 depression1 and1 anxiety,1 to1 date,1 only1 a1 few1 numbers1 of1 studies1 were1 conducted1 to1 which1 then1 increase1 the1 risk1 for 1 social1 isolation1 (O‟Keeffe,1 determine1 the1 relationship1 between1 emotional1 intelligence1

Pearson1 &1 The1 Council1 on 1 Communications1 and1 Media,1 and1 Internet1 addiction1 of1 adolescents1 (Parker1 et1 al.,1 2008;1

2011;1 Grieve1 et1 al.,1 2012;1 Jelenchick,1 Eickhoff,1 &1 Moreno,1 van1 Deursen1 et1 al.,1 2015).1 Adolescents‟1 social1 media1 use1

2013).1 Moreover,1 SNSs1 and1 social1 comparison1 adolescents1 through1 the1 Internet1 improved1 both1 their1 ability1 to1 may1 involve1 in1 social1 comparison,1 be1 it1 upward1 or 1 downward1 understand1 (cognitive1 empathy)1 and1 share1 the1 feelings1 of1 which1 will1 have1 a1 strong1 impact1 on 1 their1 self-esteem1 (Krayer,1 their1 peers1 (affective1 empathy)1 (Vossen1 &1 Valkenburg,1

Ingledew,1 &1 Iphofen,1 2008)1 as1 well1 as1 comparing1 physical1 2016).1 The1 results1 of1 the1 study1 conducted1 by1 Hemali1 Sanghvi1 attractiveness1 online1 whereby1 female1 adolescents1 reporting1 a1 &1 Dr.1 Upagya1 Rai1 (2015)1 indicated1 that1 there1 is1 no1 more1 negative1 body1 image1 after1 viewing1 beautiful1 versus1 less1 significant1 correlation1 between1 Internet1 addiction1 and1 attractive1 pictures1 on 1 SNS1 profiles1 (Hafercamp1 &1 Kramer,1 emotional1 intelligence.

2011)1 and1 with1 more1 adolescents1 likely1 to1 post1 interesting,1 upbeat,1 and1 attention-grabbing1 details1 of1 their1 lives,1 online1 Internet1 Addiction1 and1 Social1 Development1 among1 comparisons1 may1 be1 worse1 than1 it1 could1 be1 justified1 (Boyd1 &1 Adolescents

Ellison,1 2008).1 Another1 study1 on 1 the1 emotional1 intelligence1 The1 following1 researches1 were1 conducted1 to1 show1 the1 further1 suggests1 that1 the1 frequent1 use1 of1 the1 Internet1 affects1 correlation1 between1 the1 social1 development1 of1 adolescents1 the1 development1 of1 emotion1 regulation1 and1 autonomy1 which1 with1 the1 Internet1 advancement.1 First1 of1 all,1 it1 was1 found1 that1 is1 crucial1 in1 identity1 development1 and1 influences1 later1 violent1 contents1 and1 interactive1 media1 such1 as1 video1 games1 adjustment1 (Caprara,1 Gerbino1 et.al,1 2010).1 On1 the1 other1 can1 significantly1 encourage1 antisocial1 attitudes1 and1 hand,1 a1 number1 of1 studies1 have1 shown1 that1 adolescents1 with1 aggressive1 tendencies1 among1 youths1 (Alessandro1 Gabbiadini1 excessive1 online1 gaming1 may1 display1 several1 symptoms1 of1 et.al1 ,2013;1 Lin,1 2013).1 Online1 communication1 also1 raises1 addiction,1 including1 being1 preoccupied1 by1 online1 games,1 the1 tendencies1 of1 the1 adolescents1 becoming1 the1 prey1 of1 causing1 various1 family1 and1 relationship1 problems,1 and1 bullying1 and1 denotes1 an1 increase1 in1 cyber-bullying1 experiencing1 mood1 modification1 (Griffiths1 et1 al.,1 2015).1 (Machmutow,1 Sticca,1 Alsakar1 &1 Parren,1 2012).1

Besides,1 Ahmet1 Akin1 &1 Murat1 Iskender1 (2011)1 examined1 Furthermore,1 it1 was1 reported1 that1 68%1 of1 girls1 experiencing1 the1 relationship1 between1 Internet1 addiction1 and1 anxiety,1 the1 negative1 effects1 of1 the1 social1 networking1 sites1 (Girl1 depression1 and1 stress1 and1 found1 a1 positive1 relationship.1 Scouts1 Study,1 2010).1 Social1 Networking1 Sites1 (SNS)1 such1 as1

Furthermore,1 there1 is1 a1 significant1 relationship1 among1 Facebook1 can1 develop1 fights,1 especially1 with1 the1 creation1 of1 emotional1 intelligence,1 mental1 disorders,1 and1 Internet1 “burn”1 pages1 created1 for 1 reasons1 such1 as1 taunting1 or 1 teasing1 addiction1 (Khoshakhlagh,1 2014).1 The1 internet1 also1 has1 others1 (Boyar,1 2011).1 Frequent1 users1 of1 the1 Internet1 also1 tremendous1 potential1 to1 affect1 the1 level1 of1 emotional1 spend1 more1 time1 on 1 the1 internet1 instead1 of1 having1 a1 social1 intelligence1 of1 adolescents1 by1 affecting1 their1 emotions,1 and1 life1 in1 the1 real1 world1 (Singh,1 2010).1 Another1 study1 in1 the1 in1 turn1 alter1 their1 self-perception1 and1 anxiety1 levels1 (Petro1 context1 of1 Internet1 use1 showed1 that1 extroverts1 are1 less1 van1 der1 Merwe,1 2014).1 Prior1 researches1 had1 also1 proven1 the1 inclined1 to1 solicit1 social1 services1 offered1 on 1 the1 internet,1 negative1 mental1 issues1 due1 to1 prolong1 usage1 of1 Internet1 presumably1 because1 their1 need1 for 1 social1 exchange1 is1 among1 the1 youths1 such1 as1 poor1 physiological1 functioning1 sufficiently1 met1 offline1 (Correa,1 Hinsley,1 &1 De1 Zuniga,1 and1 distress1 (Sampasa-Kanyinga1 &1 Lewis,1 2015),1 low1 2010).1 Other1 than1 that,1 the1 usage1 of1 Internet1 to1 utilise1 the1 self-esteem1 (Fiovaranti,1 Dettore,1 &1 Casale,1 2012),1 anxiety1 social1 medias1 might1 cause1 abusive1 relationships1 in1 which1

(Xiuqin1 et1 al.,2010),1 depression1 (van1 den1 Eijnden,1 teenagers1 in1 relationships1 receive1 nude1 pictures1 of1 their1

Meerkerk,1 Vermulst1 et.al,1 2008),1 loneliness1 and1 even1 partners1 or 1 forced1 to1 send1 their1 nude1 pictures1 to1 their1 suicidal1 ideation1 (Mitchell,1 Danielle1 et.al,1 2015).1 In1 some1 of1 partners1 as1 well1 as1 receiving1 nonstop1 text1 messages1 or 1 these1 limited1 studies,1 it1 has1 been1 also1 reported1 a1 negative1 posting1 cruel1 comments1 on 1 a1 boyfriend‟s1 or 1 girlfriend‟s1 association1 between1 some1 specific1 dimensions1 of1 emotion1 Facebook1 or 1 MySpace1 page1 (Clifford,1 2009).1 On1 the1 other1 intelligence1 (e.g.,1 self-management1 of1 emotions,1 social1 skills1 hand,1 the1 interactive1 effect1 of1 Internet1 is1 that1 more1 online1 and1 empathy)1 and1 internet1 addiction1 (Oktan,1 2011;1 Melchers1 communication1 relates1 to1 more1 cohesive1 relationships1 (Lee,1 et1 al.,1 2015).1 A1 study1 by1 Fariza1 Oskenbay1 &1 Elmira1 2009).1 Moreover,1 adolescents‟1 fantasies1 are1 given1 free1 rein,1

Kalymbetova1 (2015)1 reported1 that1 Internet1 addiction1 among1 and1 the1 idea1 of1 being1 with1 their1 online1 friends1 can1 exceed1 all1 adolescents1 revealed1 negative1 influence1 of1 internet1 addiction1 realistic1 expectations.1 Since1 few1 real-life1 relationships1 can1 to1 anxiety1 state1 of1 adolescents,1 their1 emotional1 sphere1 and1 compete1 with1 these1 wild,1 personal1 traits.1 Nevertheless,1 some1 findings1 show1 that1 the1 fantasy1 relationships,1 internet1 usage1 of1 smart1 phones1 among1 the1 teenagers1 barely1 is1 the1 addicts1 will1 prefer1 to1 spend1

Retrieval Number: C10591183S319/2019©BEIESP Published By: DOI: 10.35940/ijrte.C1059.1183S319 Blue Eyes Intelligence Engineering 239 & Sciences Publication International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-3S3, November 2019

more1 and1 more1 time1 with1 their1 online1 friends1 (Dr.1 Petro1 van1 Cognitive1 Development1 and1 Social1 Development1 among1 der1 Merwe,1 2014).1 The1 frequent1 usage1 of1 Internet1 for 1 the1 Adolescents social1 networking1 sites1 is1 related1 to1 the1 level1 of1 friendship1 The1 following1 is1 the1 correlation1 between1 the1 cognitive1 whereby1 resulting1 quality1 relationships1 and1 intimacy1 with1 development1 and1 social1 development1 among1 the1 adolescents.1 enhanced1 social1 connections1 (Ellison,1 Steinfield,1 &1 Lampe,1 Recently,1 brain1 imaging1 experiments1 have1 proven1 that1

2007;1 Grieve,1 Indian,1 Witteveen,1 Tolan,1 &1 Marrington,1 changes1 in1 social1 cognition1 upon1 reaching1 puberty1 are1

2012;1 Reich,1 Subrahmanyam,1 &1 Espinoza,1 2012).1 closely1 related1 to1 brain1 development1 (Burnett1 and1

Excitingly,1 Korean1 SNS1 users1 with1 high1 social1 identity1 Blakemore,1 2009).1 Moreover,1 data1 obtained1 from1 other1 found1 SNSs1 to1 be1 a1 good1 resource1 for 1 social1 support1 (Kwon1 &1 researches1 also1 suggest1 that1 the1 efficiency1 and1 possibly1

Wen,1 2010)1 and1 in1 younger1 participants,1 there1 was1 43%1 of1 strategy1 of1 perspective1 taking1 improve1 together1 with1 brain1 high1 school1 students1 who1 believed1 that1 SNS1 in1 the1 Internet1 maturation1 and1 psychological1 development1 during1 helps1 them1 to1 become1 more1 closer1 to1 friends1 (Reich1 et.al,1 adolescence1 (Choudhury1 et.al,1 2006).1 At1 the1 same1 time,1

2012).1 However,1 20%1 college1 students1 indicated1 that1 SNSs1 there1 was1 also1 a1 positive1 relationship1 between1 social1 skills1 brought1 them1 closer1 to1 their1 friends1 while1 2.5%1 said1 it1 had1 such1 as1 assertion1 and1 self-control1 with1 academic1 negative1 impacts1 but1 the1 majority1 of1 73%1 claimed1 that1 SNSs1 achievements1 (Guimarães1 et.al,1 2011).1 Nevertheless,1 study1 use1 did1 not1 have1 an1 effect1 on 1 their1 relationships1 with1 opposite1 result1 was1 also1 obtained1 whereby1 it1 was1 shown1

(Subrahmanyam1 et1 al.,1 2008).1 Moreover,1 focusing1 on 1 early1 that1 academic1 achievement1 did1 not1 correlate1 with1 social1 adolescents‟1 sense1 of1 belongingness,1 a1 highly1 salient1 social1 intelligence1 (Meijs1 et.al,1 2008)1 . construct1 for 1 adolescents,1 showed1 that1 in1 a1 sample1 of1 young1 students1 in1 north1 England,1 the1 SNS1 use1 to1 provide1 a1 great1 Emotional1 Intelligence1 and1 Social1 Development1 among1 sense1 of1 belongingness1 in1 the1 boys1 rather1 than1 girls1 (Quinn1 &1 Adolescents

Oldmeadow,1 2013).1 1 Adolescents1 with1 depression1 also1 were1 On1 the1 other1 hand,1 for 1 the1 relationship1 between1 emotional1 said1 to1 benefit1 more1 from1 online1 communication1 than1 intelligence1 and1 social1 development,1 there1 was1 a1 study1 face-to-face1 communication1 due1 to1 anonymity1 and1 less1 worry1 showing1 trait1 EI1 was1 positively1 associated1 with1 peer-rated1 about1 privacy1 and1 stigma1 because1 they1 could1 connect1 with1 social1 competence,1 especially1 prosocial1 behaviour1 whereby1 other1 people1 with1 the1 same1 mental1 illness1 and1 seek1 advices1 high1 trait1 EI1 adolescents1 possess1 and1 exhibit1 social1 skills1 that1 and1 support1 from1 them1 as1 well1 as1 reduce1 social1 isolation1 are1 easily1 detected1 by1 their1 peers1 (Mavroveli1 et.al,1 2007).1 It1

(Naslund,1 et.al1 2014).1 There1 is1 also1 study1 showing1 was1 also1 shown1 that1 there1 is1 a1 relationship1 between1 adolescents1 with1 depressive1 symptoms1 experiencing1 peer1 emotional1 intelligence1 and1 the1 sub-component1 of1 social1 victimization1 on 1 Facebook1 but1 social1 support1 could1 be1 a1 development1 which1 is1 communication1 skills1 of1 participants1 protective1 factor1 (Frison1 et1 al.,1 2016). (Nouri1 et.al,1 2014)1 and1 the1 overall1 social1 skills1 (Al-Tamimi1

et.al,1 2016).1 Moreover,1 high1 scores1 on 1 the1 managing1

Cognitive1 Development1 and1 Emotional1 Intelligence1 emotions1 subscale1 of1 the1 MSCEIT1 were1 associated1 with1 among1 Adolescents higher1 quality1 of1 relationships1 with1 friends1 (Lopes1 et.al,1

For1 the1 correlation1 between1 cognitive1 development1 and1 2019).1 It1 was1 found1 that1 there1 is1 an1 insignificant1 difference1 emotional1 intelligence,1 from1 a1 sample1 of1 1691 adolescent1 between1 social1 and1 emotional1 self-efficacy1 across1 the1 gender1 students1 from1 different1 academic1 backgrounds,1 adolescents1 (Puspalatha1 Armum1 &1 Kalaivani1 Chellapan,1 2015). with1 high1 cognitive1 ability1 has1 a1 higher1 capability1 in1 managing1 their1 emotional1 self-efficacy1 compared1 to1 the1 low1 V. METHODOLOGY achievers1 (Puspalatha1 Armum1 &1 Kalaivani1 Chellapan,1

2015).1 It1 was1 also1 found1 that1 there1 is1 a1 positive1 correlation1 Participants between1 the1 sub-component1 of1 EI1 which1 is1 empathy1 and1 This1 study1 focused1 on 1 the1 1301 students1 of1 ASASIpintar1 who1 academic1 score1 (Sekhri1 et.al,1 2017)1 as1 well1 as1 the1 overall1 have1 been1 doing1 their1 one-year1 foundation1 program1 in1 the1 level1 of1 emotional1 intelligence.1 The1 academic1 achievement1 National1 University1 of1 Malaysia1 for 1 the1 session1 2018/2019.1 of1 students1 for 1 English1 learning1 was1 also1 shown1 to1 have1 The1 total1 population1 comprises1 of1 both1 genders,1 male1 and1 enhanced1 with1 an1 increase1 in1 emotional1 intelligence1 in1 female1 and1 sums1 up1 to1 a1 total1 of1 1901 students1 who1 are1

Tehran1 by1 secondary1 school1 students1 (Akram1 et.al,1 2016).1 adolescents1 at1 the1 age1 between1 171 and1 181 years1 old.1 However,1

Nevertheless,1 this1 contradicts1 with1 a1 study1 that1 shows1 no1 only1 1301 students1 were1 chosen1 for 1 the1 research1 as1 the1 sample1 significant1 correlation1 between1 emotional1 intelligence1 of1 according1 to1 the1 „Table1 for 1 Determining1 Sample1 Size1 from1 a1 high1 school1 students1 and1 their1 academic1 achievement1 Given1 Population1 for 1 Research1 Activities‟1 by1 Krejcie,1

(Lawrence1 et.al,1 2013).1 On1 the1 contrary,1 a1 study1 in1 London1 Robertv,1 Morgan1 &1 Daryle1 W.1 (1970).1 This1 was1 due1 to1 time1 showed1 that1 cognitive1 ability1 was1 significantly1 correlated1 constraint1 as1 well1 as1 to1 provide1 more1 convenience1 for 1 the1 with1 all1 five1 EQ1 subscales1 as1 well1 as1 the1 total1 EQ1 score1 execution1 of1 the1 research.1 This1 survey1 was1 conducted1 during1

(Furnham,1 2016).1 Furthermore,1 students1 with1 high1 level1 for 1 their1 2nd1 semester1 session

EQ1 sub-components1 such1 as1 self-awareness,1 A. Research Design self-management1 and1 social1 awareness1 does1 not1 necessarily1 get1 good1 academic1 result1 or 1 vice1 versa1 (Kasa1 et.al,1 2013;1 This research is a quantitative study whereby correlation

Lotfi1 Kashani,1 2012)1 and1 at1 the1 same1 time,1 emotional1 design was used. This is because the researcher intended to intelligence1 was1 shown1 not1 to1 be1 the1 significant1 predictor1 of1 find out the relationship school1 success1 (Matešić,1 2015). between several variables such as the association between

Published By: Retrieval Number: C10591183S319/2019©BEIESP Blue Eyes Intelligence Engineering DOI: 10.35940/ijrte.C1059.1183S319 & Sciences Publication 240 Cognitive, Emotional Intelligence And Social Development Of Adolescents Of Asasipintar In Accordance To The Internet Advancement

Cognitive Development, Emotional Intelligence and Social Self-Efficacy Scale (SSES). The sample for the pilot test was Development in accordance to the Internet Advancement. 50 students of ASASIpintar who were selected randomly Thus, the independent variable is the addictive usage of using „Stat Trek‟ and the test was conducted using the SPSS Internet among the adolescents of ASASIpintar and the Software, Version 23 during the First Semester holiday. The dependent variables are their cognitive, emotional same procedure to collect the data for the actual test was intelligence and social development. By using this design, it applied in the pilot test whereby the questionnaire was enabled the researcher to test the hypothesis made earlier created using the Google Form and the link was distributed across these wide range of variables. Not only that, this individually through the link on WhatsApp application. The design enabled the researcher to use the standardized students were given about two weeks for the completion and procedures for questions and answers which was a very submission of the forms. convenient method in order to collect the required data. As a result, the survey interviewing method using questionnaires VI. FINDINGS could be applied to a large number of respondents (130 students) and the data obtained could be analysed in a more To determine Level of Internet Addiction, Cognitive appropriate way. The data collected was analysed using the Development, Emotional Intelligence and Social SPSS Software, Version 23. Development

B. Sampling Technique Table 1: Level of Internet Addiction, Cognitive Development, Emotional Intelligence and Social To collect the data in this study, the stratified random Development sampling technique was applied. The population was divided into two groups known as strata according to their genders, Variable Mean Standard males and females. As mentioned above, a total number of deviation 130 students were selected as the samples from these two major groups which comprises of 65 males and 65 females. Internet 2.5817 .82742 This was done because of the number of male and female Addiction students of ASASIpintar are not equally distributed whereby there are only 80 males but 110 females. Thus, by using this Working Memory 2.5018 .75168 technique (stratified random sampling), a fair result could be attained by avoiding any biased situations. Not only that, this Emotional 4.3272 .67784 technique was also chosen due another reason which was that Intelligence the one of the objectives of the research was to see the difference between the level of Internet Addiction among the Social 3.4875 .66833 male and female adolescents of the ASASIpintar. Hence, an Development equal number of male and female adolescents were required as the sample to reduce any errors pertaining unequal distribution, leading to a non-reliable result. Therefore, those 65 males and females were randomly picked whereby every Table 1 shows the mean of the level Internet Addiction, one of them had an opportunity to be selected as the sample. Cognitive Development, Emotional Intelligence and Social This was done by using the online random generator named Development among the students of ASASIpintar. „Stat Trek‟. According to the mean interests by Wiersma (1995), the value from 1.00 to 2.33 represents weak levels, 2.34 to 3.67 C. Pilot Test indicates a moderate level whereas 3.68 to 5.00 is considered to be high. According to Table 2, the level of Internet Table 1: Cronbach Alpha for Pilot Test Addiction, Cognitive Development and Social Development among the students of ASASIpintar is moderate (Mean= Instrument Cronbach Alpha 2.5817, 2.5018 and 3.4875 respectively). However, the students of ASASIpintar has a high level of Emotional Internet Addiction Test (IAT) .908 Intelligence (Mean = 4.3272).

Working Memory .935 Questionnaire (WMQ) To Determine the Relationship between Internet Addiction and Emotional Intelligence among Trait Emotional Intelligence .822 ASASIpintar Students Questionnaire (TEI-Que)

Social Self-Efficacy Scale .788 (SSES)

Table 1 show the Cronbach Alpha for the Pilot Test done for the all four instruments namely; Internet Addiction (IAT), Working Memory Questionnaire (WMQ), Trait Emotional Intelligence Questionnaire (TEI-Que) and Social

Retrieval Number: C10591183S319/2019©BEIESP Published By: DOI: 10.35940/ijrte.C1059.1183S319 Blue Eyes Intelligence Engineering 241 & Sciences Publication International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-3S3, November 2019

Table 2: Relationship between Internet Addiction and Table 3 above shows the correlation between the level of Emotional Intelligence Internet Addiction and the level of Social Development. According to the results, the Pearson Correlation between Variable Internet Emotional Internet Addiction and Social Development is r= -0.111 Addiction Intelligence whereas the p-value of two-tailed test of significance is 0.209. The result of correlation coefficient of r= -0.111 indicates Internet Pearson 1 -.389 that the Internet Addiction has a very weak negative Addiction Correlation correlation with Social Development. The correlation is not significant since the p-value exceeds the value of significance Sig. .000 of 0.05. (2-tailed)

N 130 130 To Determine the Relationship between Cognitive Development and Emotional Intelligence among Emotional Pearson -.389 1 ASASIpintar Students Intelligence Correlation Table 4: Relationship between Cognitive Development and Sig. .000 Emotional Intelligence (2-tailed) Variable Working Emotional N 130 130 Memory Intelligence

Correlation is significant at the 0.01 level (2-tailed) Working Pearson 1 .498 Memory Correlation Table 2 above shows the correlation between the level of Internet Addiction and the level of Emotional Intelligence. Sig. .000 According to the results, the Pearson Correlation between (2-tailed) Internet Addiction and Emotional Intelligence is r= -0.389 whereas the p-value of two-tailed test of significance is 0.000. N 130 130 The result of correlation coefficient of r= -0.389 indicates that the Internet Addiction has a weak negative correlation Emotional Pearson .498 1 with Emotional Intelligence. The correlation is significant Intelligence Correlation since the p-value does not exceed the value of significance of 0.05. Sig. .000 (2-tailed) To Determine the Relationship between Internet Addiction and Social Development among ASASIpintar N 130 130 Students Correlation is significant at the 0.01 level (2-tailed) Table 3: Relationship between Internet Addiction and Social Development Table 4 above shows the correlation between the level of Cognitive Development and the level of Emotional Variable Internet Social Intelligence. According to the results, the Pearson Addiction Development Correlation between Cognitive Development and Emotional Intelligence is r= 0.498 whereas the p-value of two-tailed test Internet Pearson 1 -.111 of significance is 0.000. The result of correlation coefficient Addiction Correlation of r= 0.498 indicates that the Cognitive Development has a moderate positive correlation with Emotional Intelligence. Sig. .209 The correlation is significant since the p-value does not (2-tailed) exceed the value of significance of 0.05.

N 130 130 To Determine the Relationship between Cognitive Development and Social Development among Social Pearson -.111 1 ASASIpintar Students Development Correlation

Sig. .209 (2-tailed)

N 130 130

Correlation is significant at the 0.01 level (2-tailed)

Published By: Retrieval Number: C10591183S319/2019©BEIESP Blue Eyes Intelligence Engineering DOI: 10.35940/ijrte.C1059.1183S319 & Sciences Publication 242 Cognitive, Emotional Intelligence And Social Development Of Adolescents Of Asasipintar In Accordance To The Internet Advancement

Table 5: Relationship between Cognitive Development and Correlation is significant at the 0.01 level (2-tailed) Social Development Table 6 above shows the correlation between the level of Emotional Intelligence and the level Social Development. Variable Working Social According to the results, the Pearson Correlation between Memory Development Emotional Intelligence and Social Development is r= 0.563 whereas the p-value of two-tailed test of significance is Working Pearson 1 .314 0.000. The result of correlation coefficient of r= 0.563 Memory Correlation indicates that the Emotional Intelligence has a moderate positive correlation with Social Development. The Sig. .000 correlation is significant since the p-value does not exceed (2-tailed) the value of significance of 0.05. N 130 130 VII. DISCUSSION Social Pearson .314 1 Based1 on 1 the1 results1 obtained,1 it1 was1 found1 that1 the1 Development Correlation adolescents1 of1 ASASIpintar1 has1 a1 moderate1 level1 of1 Internet1

Addiction.1 This1 is1 supported1 by1 Kaiser1 Foundation1 (2010)1 Sig. .000 who1 thinks1 that1 adolescents1 spend1 approximately1 their1 half1 (2-tailed) day1 on 1 electronic1 media.1 Besides,1 Pempek,1 Yermolayeva1 &1

N 130 130 Calvert1 (2009),1 also1 found1 that1 adolescents1 spend1 half1 an1

hour1 every1 day1 on 1 Facebook1 and1 basically1 most1 time1 on 1

Correlation is significant at the 0.01 level (2-tailed) social1 networking1 sites1 (Lenhart,1 2009;1 Lenhart,1 2012;1

Lenhart1 et.al,1 2010)1 which1 could1 be1 evident1 by1 7.51 million1

Table 5 above shows the correlation between the adolescents1 having1 Facebook1 accounts1 (“That1 Facebook1 level of Cognitive Development and the level Social Friend”,1 2011).1 Furthermore,1 based1 on 1 another1 research1 by1 Development. According to the results, the Pearson Heo,1 Oh,1 Subramanian1 and1 friends1 (2014),1 it1 was1 found1 that1 Correlation between Cognitive Development and Social Internet1 addiction1 among1 youth1 as1 a1 major1 problem1 in1 the1 Development is r= 0.314 whereas the p-value of two-tailed country1 (Heo,1 Oh,1 Subramanian1 and1 friends,1 2014).1 As1 test of significance is 0.000. The result of correlation strengthening1 evidence1 for 1 the1 result,1 it1 was1 found1 that1 coefficient of r= 0.314 indicates that the Cognitive adolescents1 of1 age1 between1 171 to1 181 years1 old1 has1 a1 moderate1 Development has a weak positive correlation with Social level1 (13%)1 of1 Internet1 addiction1 (Karacic1 et.al,1 2017)1 and1 Development. The correlation is significant since the p-value does not exceed the value of significance of 0.05. another1 study1 revealed1 that1 70.5%1 of1 adolescents1 were1 normal1 users1 (Kayastha1 et.al,1 2018)1 as1 well1 as1 another1

To Determine the Relationship between Emotional research1 showing1 an1 overall1 mild1 addiction1 between1

Intelligence and Social Development among ASASIpintar adolescents1 (Xin1 et.al,1 2018).1 In1 addition,1 there1 was1 also1 two1

Students third1 of1 the1 adolescents1 reached1 the1 average1 score1 for 1

Internet1 addiction1 in1 a1 study1 (Rębisz1 et.al,1 2016).1 Besides,1 Table 6: Relationship between Emotional Intelligence and this1 study1 also1 predicts1 that1 the1 students1 of1 ASASIpintar1 has1 Social Development moderate1 level1 of1 cognitive1 development.1 This1 is1 strongly1

supported1 by1 the1 average1 level1 of1 academic1 achievement1 Variable Emotional Social among1 high1 school1 students1 in1 Kanyakumari1 district1 Intelligence Development (Lawrence1 et.al,1 2013).1 In1 this1 research,1 it1 was1 obtained1 that1 Emotional Pearson 1 .563 the1 students1 of1 ASASIpintar1 has1 a1 high1 level1 of1 emotional1 Intelligence Correlati intelligence.1 This1 is1 supported1 by1 a1 previous1 research1 also1 on done1 among1 different1 group1 of1 adolescents1 of1 ASASIpintar,1

showing1 a1 high1 level1 of1 emotional1 intelligence1 (Elmi,1 2018)1

Sig. .000 and1 nearly1 50%1 of1 grade1 eight1 students1 in1 Embilipitiya1

(2-tailed) educational1 zone1 had1 a1 good1 level1 of1 emotional1 intelligence1

(Lankashini1 et.al,1 2017).1 A1 considerably1 good1 level1 of1 N 130 130 self-awareness,1 self-management1 and1 social1 awareness1

among1 all1 the1 students1 in1 a1 private1 higher1 institution1 of1 Social Pearson .563 1 Kuching,1 Sarawak1 (Kasa1 et.al,1 2013)1 that1 supports1 the1 result1 Development Correlati obtained1 and1 an1 average1 level1 of1 emotional1 intelligence1 of1 on the1 high1 school1 students1 in1 Kanyakumari1 district1 (Lawrence1 Sig. .000 et.al,1 2013).1 This1 study1 also1 indicates1 that1 the1 students1 of1 (2-tailed) ASASIpintar1 has1 a1 moderate1

level1 of1 social1 development.1

N 130 130 This1 is1 supported1 by1 a1 study1

with1 a1 moderate1 level1 of1

Retrieval Number: C10591183S319/2019©BEIESP Published By: DOI: 10.35940/ijrte.C1059.1183S319 Blue Eyes Intelligence Engineering 243 & Sciences Publication International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-3S3, November 2019

communication1 skills1 among1 the1 high1 school1 students1 in1 adolescents1 find1 themselves1 happier1 than1 before1 after1 using1

Hamadan1 (Nouri1 et.al,1 2014). Facebook1 (Chou1 &1 Edge,1 2012).1 Another1 finding1 that1

According1 to1 the1 results1 obtained1 in1 this1 research,1 there1 is1 contradicts1 is1 that1 adolescents‟1 Internet1 addiction1 to1 social1 also1 a1 weak1 negative1 correlation1 between1 the1 emotional1 media1 improved1 both1 their1 ability1 to1 understand1 (cognitive1 intelligence1 and1 the1 level1 of1 Internet1 addiction 1 of1 empathy)1 and1 share1 the1 feelings1 of1 their1 peers1 (affective1 adolescents.1 This1 suggest1 that1 the1 higher1 the1 level1 of1 empathy)1 (Vossen1 &1 Valkenburg,1 2016)1 as1 well1 as1 the1 study1 emotional1 intelligence1 of1 an1 adolescent,1 the1 lower1 it1 is1 his1 conducted1 by1 Hemali1 Sanghvi1 &1 Dr.1 Upagya1 Rai1 (2015)1 level1 of1 Internet1 addiction.1 This1 is1 shown1 by1 certain1 indicated1 that1 there1 is1 no1 significant1 correlation1 between1 researches1 whereby1 complicating1 relationship1 between1 Internet1 addiction1 and1 emotional1 intelligence. parents1 and1 adolescents1 arise1 from1 high1 usage1 of1 social1 The1 following1 is1 also1 a1 very1 weak1 negative1 correlation1 networking1 sites1 (Subrahmanyam1 &1 Greenfield,1 2008;1 between1 the1 social1 development1 of1 the1 adolescents1 and1 the1

Punamaki1 et.al,1 2007,1 (Shah,1 Chauhan1 et.al,1 2016).1 level1 of1 Internet1 addiction1 as1 obtained1 from1 the1 results.1 This1

Moreover,1 adolescents1 with1 physiological1 disorders1 like1 is1 supported1 by1 a1 study1 that1 shows1 Internet1 addiction1 to1 video1 depression1 or 1 hostility1 are1 more1 likely1 to1 develop1 Internet1 games1 with1 violent1 content1 can1 lead1 to1 antisocial1 attitudes1 addiction1 (Yen1 et.al,1 2007)1 and1 excessive1 use1 of1 Internet1 may1 and1 aggressive1 tendencies1 among1 youths1 (Alessandro1 lead1 to1 anxiety1 that1 increases1 the1 risk1 of1 social1 isolation1 Gabbiadini1 et.al1 2013;1 Lin,1 2013)1 and1 online1 communication1

(O‟Keeffe,1 Pearson1 &1 The1 Council1 on 1 Communications1 and1 increases1 the1 chances1 of1 cyber-bullying1 (Machmutow,1 et.al1

Media,1 2011;1 Grieve1 et1 al.,1 2012;1 Jelenchick,1 Eickhoff,1 &1 2012).1 Besides,1 Social1 Networking1 Sites1 (SNS)1 such1 as1

Moreno,1 2013)1 as1 well1 as1 affect1 their1 self-esteem1 (Krayer,1 Facebook1 can1 develop1 fights1 through1 taunting1 or 1 teasing1

Ingledew,1 &1 Iphofen,1 2008).1 This1 is1 also1 supported1 by1 others1 (Boyar,1 2011)1 and1 Inter1 addicts1 also1 spend1 more1 time1

Hafercamp1 &1 Kramer1 (2011)1 who1 found1 out1 that1 negative1 on 1 the1 Internet1 instead1 of1 having1 a1 social1 life1 in1 the1 real1 body1 image1 is1 portrayed1 by1 female1 adolescents1 who1 world1 (Singh,1 2010).1 In1 addition,1 extroverts1 are1 less1 addicted1 compares1 beautiful1 and1 less1 attractive1 images1 on 1 social1 to1 the1 Internet1 because1 their1 need1 for 1 social1 exchange1 is1 networking1 sites1 as1 well1 as1 adolescents1 posting1 details1 of1 sufficiently1 met1 offline1 (Correa,1 Hinsley,1 &1 De1 Zuniga,1 their1 lives1 making1 online1 comparisons1 possible1 and1 thus1 2010)1 and1 teenagers1 addicted1 to1 social1 medias1 through1 the1 affecting1 the1 emotional1 intelligence1 of1 another1 group1 of1 Internet1 might1 involve1 in1 abusive1 relationships1 (Clifford,1 adolescents1 (Boyd1 &1 Ellison,1 2008).1 It1 has1 been1 also1 reported1 2009).1 On1 the1 contrary1 to1 the1 results1 obtained,1 certain1 a1 negative1 association1 between1 some1 specific1 dimensions1 of1 researches1 provide1 that1 there1 is1 a1 positive1 correlation1 emotion1 intelligence1 (e.g.,1 self-management1 of1 emotions,1 between1 social1 development1 and1 the1 level1 of1 Internet1 social1 skills1 and1 empathy)1 and1 Internet1 addiction1 (Oktan,1 addiction.1 One1 of1 them1 is1 that1 more1 online1 communication1

2011;1 Melchers1 et1 al.,1 2015).1 There1 was1 also1 a1 study1 showing1 relates1 to1 more1 cohesive1 relationships1 (Lee,1 2009).1 Other1

Internet1 addiction1 affects1 emotion1 regulation1 and1 autonomy1 than1 that,1 Internet1 addicts1 spend1 more1 time1 with1 online1 which1 is1 important1 in1 identity1 development1 and1 influences1 friends,1 enhancing1 their1 social1 skills1 and1 forming1 wild,1 later1 adjustments1 (Caprara,1 Gerbino1 et.al,1 2010)1 and1 online1 fantasy1 relationships1 which1 exceeds1 the1 realistic1 gaming1 which1 causes1 Internet1 addiction1 may1 lead1 to1 various1 expectations1 (Dr.1 Petro1 van1 der1 Merwe,1 2014)1 and1 results1 in1 family1 and1 relationship1 problems,1 and1 experiencing1 mood1 quality1 relationships1 with1 enhanced1 social1 connections1 modification1 (Griffiths1 et1 al.,1 2015).1 A1 positive1 relationship1 (Ellison,1 Steinfield,1 &1 Lampe,1 2007;1 Grieve,1 Indian,1 that1 shows1 the1 higher1 the1 Internet1 addiction,1 the1 higher1 the1 Witteveen,1 Tolan,1 &1 Marrington,1 2012;1 Reich,1 level1 of1 depression1 van1 den1 Eijnden,1 Meerkerk,1 Vermulst1 Subrahmanyam,1 &1 Espinoza,1 2012).1 Furthermore,1 Korean1 et.al,1 2008),1 anxiety1 (Xiuqin1 et1 al.,2010;1 Fariza1 Oskenbay1 SNS1 users1 found1 the1 social1 networking1 sites1 to1 be1 a1 good1 and1 Elmira1 Kalymbetova,1 2015)1 and1 stress1 resource1 for 1 social1 support1 (Kwon1 &1 Wen,1 2010)1 and1 help1

(Sampasa-Kanyinga1 &1 Lewis,1 2015)1 was1 examined1 by1 them1 to1 become1 more1 closer1 to1 their1 friends1 (Reich1 et.al,1

Ahmet1 Akin1 and1 Murat1 Iskender1 (2011).1 There1 is1 also1 a1 2012).1 However,1 there1 is1 also1 a1 finding1 showing1 that1 significant1 relationship1 between1 emotional1 intelligence,1 majority1 of1 the1 college1 students1 claimed1 social1 networking1 mental1 disorders1 and1 Internet1 addiction1 (Khoshakhlagh,1 site1 does1 not1 have1 an1 effect1 on 1 their1 relationships1

2014)1 as1 well1 as1 on 1 the1 self-perception,1 self-esteem1 (Subrahmanyam1 et1 al.,1 2008).1 For1 those1 adolescents1 facing1

(Fiovaranti,1 Dettore,1 &1 Casale,1 2012)1 and1 anxiety1 levels1 (Dr.1 depression,1 Internet1 helps1 to1 enhance1 their1 communication1

Petro1 van1 der1 Merwe,1 2014)1 or 1 even1 causes1 loneliness1 and1 skills1 through1 online1 instead1 of1 face-to-face1 communication1 even1 suicidal1 ideation1 (Mitchell,1 Danielle1 et.al,1 2015).1 and1 thus,1 reducing1 social1 isolation1 (Naslund,1 Grande,1 and1

However,1 the1 result1 obtained1 in1 this1 research1 contradicts1 friends,1 2014)1 as1 well1 as1 help1 them1 to1 gain1 social1 support1 with1 some1 of1 the1 researchers1 like1 Sarah1 Rose1 Cavanagh1 (Frison1 et1 al.,1 2016).1

(2017)1 who1 founds1 that1 the1 usage1 of1 smart1 phone1 among1 Other1 than1 that,1 it1 was1 obtained1 from1 this1 research1 that1 there1 teenagers1 is1 barely1 the1 cause1 for 1 the1 changes1 in1 their1 is1 a1 moderate1 positive1 correlation1 between1 emotional1 emotional1 behaviour.1 A1 positive1 correlation1 between1 Internet1 intelligence1 and1 cognitive1 development.1 This1 was1 shown1 in1 a1 addiction1 and1 emotional1 intelligence1 was1 also1 shown1 research1 done1 by1 Puspalatha1 through1 certain1 findings1 whereby1 parents1 utilize1 the1 SNSs1 to1 Armum1 and1 Kalaivani1 keep1 in1 touch1 with1 their1 children1 which1 improves1 their1 Chellapan1 (2015)1 proves1 that1 relationship1 (Kanter,1 Afifi1 &1 Robbins,1 2012)1 and1 also1 certain1 adolescents1 with1 high1

Published By: Retrieval Number: C10591183S319/2019©BEIESP Blue Eyes Intelligence Engineering DOI: 10.35940/ijrte.C1059.1183S319 & Sciences Publication 244 Cognitive, Emotional Intelligence And Social Development Of Adolescents Of Asasipintar In Accordance To The Internet Advancement

cognitive1 ability1 has1 a1 higher1 capability1 in1 managing1 their1 encourage social interaction as well as includes perception emotional1 self-efficacy1 compared1 to1 the1 low1 achievers.1 This1 and skills on problem solving, so that they could live a is1 supported1 by1 a1 study1 that1 shows1 a1 significant1 positive1 harmony life with students of diverse backgrounds. The high correlation1 between1 academic1 score1 and1 emotional1 level of emotional intelligence among the students of intelligence,1 more1 specifically1 empathy1 (Sekhri1 et.al,1 2017)1 ASASIpintar signifies their ability to control and regulate especially1 for 1 English1 learning1 in1 Tehran1 by1 secondary1 their emotions as well as understand the emotions of the school1 students1 (Akram1 et.al,1 2016)1 but1 contradicts1 with1 a1 others. Besides, the correlation between cognitive study1 that1 shows1 no1 significant1 correlation1 between1 development and Internet addiction proves that students of emotional1 intelligence1 of1 high1 school1 students1 and1 their1 ASASIpintar should limit their Internet usage since poor academic1 achievement1 (Lawrence1 et.al,1 2013).1 Another1 executive control contributes the most to the level of Internet contradicting1 study1 also1 shows1 that1 cognitive1 ability1 is1 addiction, so that their cognitive development is not affected significantly1 negatively1 correlated1 with1 all1 the1 five1 EQ1 which in turn will result in a better academic performance. subscales1 as1 well1 as1 the1 total1 EQ1 score1 (Furnham,1 2016).1 In1 Similarly, the correlation between the level of emotional addition1 to1 that,1 student1 who1 possess1 high1 level1 of1 intelligence and Internet addiction shows that students with self-awareness,1 self-management1 and1 social1 awareness1 are1 high level of emotional intelligence are capable of not1 likely1 to1 get1 good1 academic1 result1 (Kasa1 et.al,1 2013;1 Lotfi1 self-regulation and thus they do not spend time excessively or

Kashani,1 2012)1 and1 emotional1 intelligence1 was1 not1 shown1 to1 unnecessarily on the Internet. The social development of the be1 significant1 predictor1 of1 school1 success1 (Matešić,1 2015). ASASIpintar students is also influenced by their level of

Furthermore,1 the1 result1 shows1 a1 weak1 positive1 correlation1 Internet addiction whereby students who are highly addicted, between1 the1 cognitive1 development1 and1 social1 development1 avoid being socially active in real life. Moreover, high level among1 the1 adolescents.1 This1 is1 strongly1 supported1 by1 brain1 of emotional intelligence and social development also imaging1 experiments1 that1 have1 shown1 the1 changes1 in1 social1 correlates with the high level of cognitive development cognition1 post1 puberty1 are1 also1 related1 to1 brain1 development1 among the ASASIpintar students since with high EQ and

(Burnett1 &1 Blakemore,1 2009)1 and1 parallel1 development1 of1 social ability, the students could easily maintain a balanced efficiency1 and1 possibly1 strategy1 of1 perspective1 taking1 with1 mental health by communicating effectively to express their brain1 maturation 1 and1 psychosocial1 development1 during1 feelings and thoughts which would definitely contribute to adolescence1 (Choudhury1 et.al,1 2006).1 There1 is1 also1 a1 positive1 their cognitive development. Lastly, emotional intelligence is association1 that1 relates1 social1 skills1 such1 as1 assertion1 and1 closely related to social development of the ASASIpintar self-control1 with1 academic1 results1 (Guimarães1 et.al,1 2011).1 students because students with high EQ has high empathy

However,1 another1 finding1 shows1 that1 academic1 achievement1 towards others who suffer from problems, so they interact did1 not1 correlate1 with1 social1 intelligence1 (Meijs1 et.al,1 2008) and foster bonds with them to alleviate their predicaments,

Moreover,1 it1 is1 shown1 by1 the1 result1 that1 there1 is1 a1 moderate1 thus increasing their ability to socialize. positive1 correlation1 between1 emotional1 intelligence1 and1 social1 development.1 This1 is1 supported1 by1 a1 research1 whereby1 REFERENCES trait1 EI1 was1 positively1 associated1 with1 peer-rated1 social1 1. Peterson C. Looking forward through childhood and adolescence. Forest, competence,1 especially1 prosocial1 behaviour1 (Mavroveli1 et.al,1 NSW: Pearson Education Australia; 2004. 2007)1 and1 another1 study1 showing1 a1 significant1 relationship1 2. Christie D, Viner R. Adolescent development. BMJ 2005;330:301-4. between1 emotional1 intelligence1 and1 communication1 skills1 3. Ramalingam A, Kar SS. Is there a digital divide among school students? An exploratory study from Puducherry. J Educ Health Promot 2014:3. (Nouri1 et.al,1 2014)1 of1 the1 participants1 and1 overall1 social1 4. Kagu B. The effect of group counselling on study habit patterns of adult skills1 (Al-Tamimi1 et.al,1 2016).1 In1 addition,1 high1 level1 of1 learners. The Counsellor 2000;18:148-55. emotional1 intelligence1 leads1 to1 higher1 quality1 of1 relationship1 5. Markey PM, Wells SM. Interpersonal perception in internet chat rooms. J with1 friends1 (Lopes1 et.al,1 2019). Res Personality 2002;36:134-46. 6. Bayraktar F, Gün Z. Incidence and correlates of internet usage among adolescents in North Cyprus. Cyberpsychol Behav 2007;10:191-7. VIII. CONCLUSION 7. Internet. (n.d.). Retrieved July 23, 2018, from https://en.wikipedia.org/wiki/Internet The moderate level of Internet addiction among the 8. Quigley, M. & Blashki, K. (2003) Beyond the Boundaries of the Sacred ASASIpintar students indicates that the students are capable Garden: children and the Internet, Educational Technology Review, 11, pp. 70-77 of maintaining a healthy lifestyle by not totally indulging in 9. Chubb P. Facebook dethrones myspace: New 2010 statistics. 2010 the modern technology. However, appropriate measures have Retrieved from to be taken by parents and the college administration, so that http://www.product-reviews.net/2010/11/21/facebook-dethrones-m yspace-new-2010-statistics/ there is no continuous rise in their usage of Internet that may 10. Roberts, D. F., Foehr, U. G., & Rideout, V. (2004). Generation M: Media lead to higher addiction level. There is also no difference in the lives of 8 – 18 year olds. Menlo Park, CA: The Henry J. Kaiser among the males and females of ASASIpintar in their level Family Foundation. Available at http://www.kff.org/entmedia/loader.cfm?url=/commonspot/security of Internet Addiction, proving that both males and females /getfile.cfm&PageID=51809 are prone to be Internet addicted if they do not have proper 11. Nie NH, Erbring L. Internet and society: a preliminary report. 2000. self-control over their Internet usage. At the same time, it is Available from: necessary to improve the moderate level of cognitive development and social development among the ASASIpintar students through proper activities that

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The impact of parents “friending” their 13-year-olds and belonging. young adult child on Facebook on perceptions of parental privacy

Retrieval Number: C10591183S319/2019©BEIESP Published By: DOI: 10.35940/ijrte.C1059.1183S319 Blue Eyes Intelligence Engineering 247 & Sciences Publication International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-3S3, November 2019

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