The Role of Emotional Intelligence in Predicting Academic Success and Stress Management Among University Students

Abstract

This study investigated the relationship between emotional intelligence (EI) and academic success, as well as its impact on stress management among university students in Pakistan. The objective of this research was to determine whether students who have a higher EI level will also have better academic success and stress management skills compared to those having a low EI level.

Methods

A cross-sectional study was conducted among 207 students of the university in Pakistan between August and September 2024 through purposeful sampling. All participants were above 18 years of age. Informed consent was taken before involving them in the research. There was a standardized assessment of emotional Intelligence, Perceived Stress, and academic Stress using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Perceived Stress Scale (PSS), and the Academic Stress Scale. Data were analyzed using SPSS Statistics v26. IBM Corp., Armonk, NY) employing descriptive statistics and chi-square tests.

Results

The study found no significant relationship between EI with performance in academics. The association was meaningful, however. Though students reported mild levels of Stress, EI was not significantly associated with how students managed their stressors. Students with high levels of either SEI or M EI should have used campus resources that could help reduce their Stress levels.

Conclusion

Our findings indicate that even if EI is not directly related to students' better outcomes, it contributes profoundly to the overall student experience. There is a further need for recommendations on how EI can be leant toward improving student well-being and academic and personal success.