• Justinus Putranto Agung Nugroho Department of Physiology, Faculty of Medicine, Universitas Kristen Duta Wacana, Indonesia
  • Ivana Department of Physiology, Faculty of Medicine, Universitas Kristen Duta Wacana, Indonesia
  • Nando Department of Physiology, Faculty of Medicine, Universitas Kristen Duta Wacana, Indonesia
  • Anggit Bachelor Program of Medicine, Faculty of Medicine, Universitas Kristen Duta Wacana, Indonesia



emotional quotient, screen time, students, EQ, TEIQue-SF


Background The use of gadgets, especially smartphones, is common among college students. The duration of smartphone usage in a day can be seen through the screen time records. High screen time records indicate high smartphone usage. Excessive use of smartphones has the potential to disrupt social interaction. Emotional Quotient (EQ) is very important in supporting social interaction. Emotional Quotient is a person's ability to express his feelings appropriately and effectively. Objectives This research was conducted to know the relationship between screen time duration and EQ in college students. Methods This research is an analytic observational study with a cross-sectional approach. Respondents in this study were students who met the inclusion and exclusion criteria. They were recruited using the consecutive sampling method. The duration of the screen time is obtained from the default smartphone application. Emotional Quotient was measured with the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire. Results There were 90 respondents (male = 27 people; female = 63 people) with an average age of 19.4 + 0.69 years. Spearman's test showed a relationship between screen time duration and EQ (p<0.01; r=-0.97). Conclusions This study concludes that the duration of screen time is related to EQ, the higher the duration of screen time, the lower the EQ. Therefore, to prevent EQ deterioration, it is important to limit screen time.

Author Biography

Justinus Putranto Agung Nugroho, Department of Physiology, Faculty of Medicine, Universitas Kristen Duta Wacana

Bagian Fisiologi FK UKDW


Lissak G. Adverse physiological and psychological effects of screen time on children and adolescents: Literature review and case study. Environ Res [Internet]. 2018;164(October 2017):149–57. Available from:

Ramirez ER, Norman GJ, Rosenberg DE, Kerr J, Saelens BE, Durant N, et al. Adolescent screen time and rules to limit screen time in the home. Journal of Adolescent Health [Internet]. 2011;48(4):379–85. Available from:

Dwajani S, Lavanya Ravi, Abhisek Ram S PAS. Effect Of Increased Screen Time In Undergraduate Students During Covid-19 Pandemic-A Survey-Based Study. Int J Recent Sci Res. 2020;11(02):37471–2.

Desiningrum et all. Intensi Penggunaan Gadget dan Kecerdasan Emosional pada Remaja Awal. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia [Internet]. 2017;(1):65–71. Available from:

Damanik RK, Harianja ES, Simanjuntak GV, Mona T, Hutabarat T. Hubungan Tingkat Kecanduan Gadget Dengan Kecerdasan Emosional Remaja Di Sma Negeri 2 Dolok Sanggul Tahun 2019. Jurnal Health Reproductive [Internet]. 2019;4(1). Available from:

Albulena Metaj, Macula. Emotional Intelligence, Its Relation with Social Interaction and Perceived Social Support. European Journal of Social Sciences Education and Research. 2017 May;4(4):31–7.

DeWeese KL. Screen Time, How Much Is Too Much? The Social and Emotional Costs of Technology on the Adolescent Brain. Online Submission [Internet]. 2014;(May):53. Available from:

Hertel J, Schütz A, Lammers CH. Emotional intelligence and mental disorder. J Clin Psychol. 2009;65(9):942–54.

Hussain I. The Impact of Emotional Intelligence on Team Performance Among Academic Staffs, A Study in Private Higher Education Institutes in Malaysia. 2016 Dec 1;

Agus HP, Wilani NMA. Peran kecerdasan emosional terhadap kecemasan menghadapi ujian pada mahasiswa tahun pertama Program Studi Pendidikan Dokter di Fakultas Kedokteran. Jurnal Psikologi Udayana. 2018;156–63.

Popa-Velea, Vl P. Issues of therapeutic communication relevant for improving quality of care. Vol. 7, Journal of Medicine and Life. 2014.

Vatn L, Dahl BM. Interprofessional collaboration between nurses and doctors for treating patients in surgical wards. J Interprof Care. 2022;36(2):186–94.

Herardi R, Hardini N, Astari R V, Praditya LE, Medina S, Kedokteran F, et al. Transformasi pembelajaran pendidikan kedokteran akibat COVID-19: sekarang dan mendatang. Jurnal Kedokteran Syiah Kuala. 23(1):202–10.


Saifuddin A. Penyusunan Skala Psikologi (ed.2). Pustaka Pelajar. 2021.

Twenge JM, Campbell WK. Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Prev Med Rep [Internet]. 2018;12:271–83. Available from:

Pandya A, Lodha P. Social Connectedness, Excessive Screen Time During COVID-19 and Mental Health: A Review of Current Evidence. Frontiers in Human Dynamics. 2021;3(July):1–9.

Goh WWL, Bay S, Chen VHH. Young school children’s use of digital devices and parental rules. Telematics and Informatics [Internet]. 2015;32(4):787–95. Available from:

Brown I. Gender Differences in the Use of Smartphones and iPhones for Language Learning. 2018;

Vasefi A, Dehghani M, Mirzaaghapoor M. Emotional intelligence of medical students of Shiraz University of Medical Sciences cross sectional study. Annals of Medicine and Surgery. 2018 Aug 1;32:26–31.

McCallum E. The Effect of the Amount of Time Spent on Social Media on Emotional Intelligence In High School Students. 2020; Available from:

Chen Y, Peng Y, Fang P. Emotional Intelligence Mediates the Relationship between Age and Subjective Well-Being. Int J Aging Hum Dev. 2016 Jul;83(2):91–107.

Meshkat M, Nejati R. Does Emotional Intelligence Depend on Gender? A Study on Undergraduate English Majors of Three Iranian Universities. Sage Open. 2017;7(3):1–8.

R Wapaño MR. Does gender predict emotional intelligence among adolescents? International Journal of Research and Innovation in Social Science. 2021;05(05):162–7.

Dolev N, Goldental N, Reuven-Lelong A, Tadmor T. The evaluation of emotional intelligence among medical students and its links with non-cognitive acceptance measures to medical school. Rambam Maimonides Med J. 2019;10(2).

Bajaj S, Killgore WDS. Association between emotional intelligence and effective brain connectome: A large-scale spectral DCM study. Neuroimage. 2021 Apr 1;229.

Qin F, Song Y, Nassis GP, Zhao L, Dong Y, Zhao C, et al. Physical activity, screen time, and emotional well-being during the 2019 novel coronavirus outbreak in China. Int J Environ Res Public Health. 2020;17(14):1–16.

Babic MJ, Smith JJ, Morgan PJ, Eather N, Plotnikoff RC, Lubans DR. Longitudinal associations between changes in screen-time and mental health outcomes in adolescents. Ment Health Phys Act [Internet]. 2017;12:124–31. Available from:

Zhang JY, Liu TH, He Y, Pan HQ, Zhang WH, Yin XP, et al. Chronic Stress Remodels Synapses in an Amygdala Circuit-Specific Manner. Biol Psychiatry. 2019 Feb;85(3):189–201.




Citation Check