Emotional intelligence shields teens from over-reliance on AI

Artificial intelligence (AI) is increasingly influencing how teenagers access information, seek advice, and navigate their digital lives. A new study provides a detailed look into how young people interact with AI systems, the role emotional intelligence plays in shaping that interaction, and the influence of parenting approaches.

The study, titled “Emotional Intelligence and Adolescents’ Use of Artificial Intelligence: A Parent–Adolescent Study,” and published in Behavioral Sciences, examines patterns of AI use and trust among adolescents compared to their parents, offering critical insights for families, educators, and policymakers grappling with the challenges and opportunities of digital transformation. Conducted in southern Italy, the research involved 170 adolescents aged 13 to 17 and 175 parents, with a smaller matched subsample of 47 parent-adolescent pairs analyzed in depth.

A generational gap in AI use and trust

The findings highlight a clear generational divide in how AI is integrated into daily life. Adolescents reported using AI tools more frequently than their parents across nearly every category of activity. This gap was most pronounced in areas related to schoolwork, information searches, and seeking behavioral or personal advice. Teens demonstrated higher confidence in AI systems, rating them as more reliable in terms of accuracy, data security, and the relevance of the advice provided.

Parents, by contrast, reported more limited AI use and lower levels of trust, reflecting a more cautious or unfamiliar approach to these emerging tools. This difference underscores the widening digital fluency gap between generations and highlights the urgent need for digital literacy initiatives that include parents as well as their children.

The study emphasizes that while greater trust in AI can enhance access to educational and informational resources, it also brings potential risks. Adolescents’ readiness to rely on AI for sensitive matters such as behavioral advice raises questions about the adequacy of these systems in contexts that require empathy, context awareness, and ethical judgment - qualities that AI tools, despite their rapid advancement, still struggle to replicate.

Emotional intelligence and parenting as key moderators

One of the most significant findings of the research is the moderating role of trait emotional intelligence (trait EI) in how adolescents engage with AI. Teens with higher levels of emotional intelligence were less likely to depend on AI for personal advice and expressed more critical attitudes toward AI’s perceived superiority over human guidance. This suggests that strong emotional skills provide adolescents with the capacity to navigate the digital landscape more cautiously, maintaining a balanced perspective on when and how to rely on technology.

Parenting styles also emerged as powerful predictors of AI engagement patterns. Adolescents raised in authoritative households, characterized by warmth, support, and clear boundaries, demonstrated higher levels of emotional intelligence and digital literacy, paired with more cautious and selective use of AI. These adolescents engaged critically with AI systems, using them primarily for schoolwork and information but maintaining a preference for human input in areas requiring nuanced judgment.

Conversely, teens raised in authoritarian environments, where rules are rigid but emotional support is limited, displayed heavier reliance on AI and greater trust in its outputs, including in sensitive areas such as sharing personal data or seeking behavioral advice. This pattern highlights the risk of uncritical dependence on AI in environments where guidance and emotional scaffolding may be lacking.

The study also found that parental digital involvement, when not balanced with supportive guidance, could inadvertently increase AI use. Parents who were more engaged with their children’s digital activities reported higher AI usage among adolescents, suggesting that involvement alone, without fostering critical thinking and digital literacy, may amplify rather than mitigate reliance on these tools.

Profiles of balanced and at-risk users

Using a cluster analysis of matched parent–adolescent pairs, the researchers identified two distinct profiles: Balanced Users and At-Risk Users.

Balanced Users, representing roughly 62% of the sample, were characterized by higher levels of emotional intelligence, authoritative parenting, and stronger social support networks. These adolescents used AI primarily as a tool for academic and information purposes, maintained critical distance from AI-generated advice, and exhibited lower trust in AI systems for relational or behavioral guidance.

At-Risk Users, comprising about 38% of the pairs, displayed lower emotional intelligence, more authoritarian parenting, and weaker perceived social support. This group relied more heavily on AI for a variety of tasks, including those involving personal or behavioral decisions, and demonstrated greater trust in AI-generated outputs. This profile underscores a key risk factor: without emotional and familial support, adolescents may lean excessively on AI systems that lack the nuanced judgment of human relationships.

The study’s authors emphasize that these profiles reveal the importance of fostering what they describe as a digital secure base - a foundation of emotional support and guidance that equips adolescents to critically evaluate AI technologies and their outputs.

Implications for families, educators, and policymakers

The research carries significant implications for how families, educators, and policymakers approach digital literacy and AI engagement. For families, the findings reinforce the importance of authoritative parenting styles that combine warmth, structure, and active dialogue about technology. Simply monitoring digital behavior, without fostering critical thinking, may leave adolescents vulnerable to over-reliance on AI tools.

Educators and school systems can also play a role by integrating AI literacy into curricula, helping students understand the capabilities and limitations of these systems. By equipping adolescents with both technical knowledge and emotional skills, schools can help ensure that AI is used as a supplement to, rather than a substitute for, human relationships and decision-making.

For policymakers, the study highlights the need for comprehensive digital ethics frameworks that protect young users while promoting informed, responsible engagement with AI. Efforts to close the generational digital gap are also critical, as parents’ ability to guide their children effectively depends on their own digital competence.