AI Article Synopsis
- This study explores how emotional intelligence (EI) influences academic stress among university students during remote learning amid the pandemic, highlighting social support (SS) as a key mediator.
- Researchers surveyed 429 students in fields like business and engineering, utilizing advanced analysis techniques to assess the connections between EI, SS, and stress levels.
- Findings reveal that higher emotional intelligence correlates with lower academic stress, with social support playing a significant role in this relationship, leading to recommendations for stress management strategies for students.
Article Abstract
Introduction: This study examines the relationship between emotional intelligence (EI) and academic stress among tertiary-level students who continued academic activities remotely during the pandemic and the mediating role of social support (SS) in the relationship.
Methods: Using a cross-sectional survey design, 429 students studying business, engineering, social science, and science in Bangladesh provided data via Qualtrics. Using the Structural Equation Modeling in SmartPLS 4 (4.0.8.9), we modeled emotional intelligence as the reflective-formative and social support (support from family, friends, and significant other) and perceived academic stress as the reflective-reflective, second-order constructs. We also conducted a one-way between-groups analysis of variance (ANOVA) to investigate the impact of gender (male and female) and current stage of academic study (Undergraduate year one to four and post-graduation) on emotional intelligence and academic stress, respectively.
Results And Discussion: Results show that all the hypothesized relationships are statistically significant: EI is negatively related to perceived academic stress, and SS significantly mediates the relationship between EI and academic stress. Hence, essential strategies are suggested to help students for managing academic stress.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10509480 | PMC |
| http://dx.doi.org/10.3389/fpsyg.2023.1218636 | DOI Listing |
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