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Emotional literacy and mental health of adolescent girls in facing the psychological impacts of social media use

Proceedings Academic Universitas Jambi · Vol. 1 No. 2 (2025) · hlm. 641–649

DOI
10.22437/proca.v1i2.50337
Terbit
2025-11-29
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Background: Adolescent girls are highly engaged in social media use and are exposed to risk factors for mental health. Emotional literacy skills are a teachable set of abilities to recognize, understand, express, and regulate emotions and have been proposed as a protective factor. Objective: This study aimed to analyse the relationship between emotional literacy and mental health among adolescent girls who actively use social media, as well as to examine the effects of usage duration and platform type on their psychological well-being. Methods: A quantitative study with a correlational design aimed to examine the relationship between emotional literacy skills and mental health. A survey was conducted among 210 senior high school girls (Grades 10–12) in Jambi City. Instruments included the adapted Emotional Literacy Skills Scale (ELSS) and the Self-Reporting Questionnaire (SRQ-20). Results: A total of 54.8% screened positive for psychological distress (SRQ-20); most participants had good–very good levels of emotional literacy (57.1%). There was a significant association between higher emotional literacy category and lower odds of distress (χ² = 19.388; p < 0.001; contingency coefficient = 0.291). Most reported low–moderate daily social-media duration (80.9%); the most used platforms were TikTok (56.5%) and Instagram (39.2%); the primary purpose was entertainment (66.7%). Conclusion: Higher emotional literacy skills are associated with lower odds of psychological distress among senior high school girls. Gender-responsive school programs that integrate emotional literacy training and social-media literacy are strongly recommended

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/PROCA/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Emotional literacy and mental health of adolescent girls in facing the psychological impacts of social media use</dc:title>
	<dc:creator xml:lang="en">Gultom, Hanna Widya</dc:creator>
	<dc:creator xml:lang="en">Hafizah, Nurul</dc:creator>
	<dc:creator xml:lang="en">Andriani, Annisa</dc:creator>
	<dc:creator xml:lang="en">Oktaria, Rina</dc:creator>
	<dc:subject xml:lang="en">Emotional literacy skills; social media; adolescent girls; mental health</dc:subject>
	<dc:description xml:lang="en">Background: Adolescent girls are highly engaged in social media use and are exposed to risk factors for mental health. Emotional literacy skills are a teachable set of abilities to recognize, understand, express, and regulate emotions and have been proposed as a protective factor. Objective: This study aimed to analyse the relationship between emotional literacy and mental health among adolescent girls who actively use social media, as well as to examine the effects of usage duration and platform type on their psychological well-being. Methods: A quantitative study with a correlational design aimed to examine the relationship between emotional literacy skills and mental health. A survey was conducted among 210 senior high school girls (Grades 10–12) in Jambi City. Instruments included the adapted Emotional Literacy Skills Scale (ELSS) and the Self-Reporting Questionnaire (SRQ-20). Results: A total of 54.8% screened positive for psychological distress (SRQ-20); most participants had good–very good levels of emotional literacy (57.1%). There was a significant association between higher emotional literacy category and lower odds of distress (χ² = 19.388; p &amp;lt; 0.001; contingency coefficient = 0.291). Most reported low–moderate daily social-media duration (80.9%); the most used platforms were TikTok (56.5%) and Instagram (39.2%); the primary purpose was entertainment (66.7%). Conclusion: Higher emotional literacy skills are associated with lower odds of psychological distress among senior high school girls. Gender-responsive school programs that integrate emotional literacy training and social-media literacy are strongly recommended</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-11-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/PROCA/article/view/50337</dc:identifier>
	<dc:identifier>10.22437/proca.v1i2.50337</dc:identifier>
	<dc:source xml:lang="en">Proceedings Academic Universitas Jambi; Vol. 1 No. 2 (2025): The 6th Jambi Medicine and Health Science International Conference (JAMHESIC); 641-649</dc:source>
	<dc:source>10.22437/proca.v1i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/PROCA/article/view/50337/22652</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Hanna Widya Gultom, Nurul Hafizah, Annisa Andriani, Rina Oktaria</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>