Keywords
Abstract
This study investigates the relationship between emotional intelligence and stress resilience among undergraduate students. Emotional intelligence, defined as the ability to perceive, understand, and regulate emotions, plays a crucial role in individuals’ psychological well-being and adaptive functioning. Stress resilience, on the other hand, refers to the capacity to cope effectively with stress and recover from adverse situations.
The purpose of this research is to examine the extent to which emotional intelligence influences students’ ability to manage academic stress. A quantitative research design was employed, involving a sample of undergraduate students. Standardized instruments were used to measure emotional intelligence and stress resilience, and statistical analyses including correlation and regression were conducted.
The findings revealed a strong positive relationship between emotional intelligence and stress resilience, indicating that students with higher emotional intelligence demonstrate better coping abilities and emotional regulation. Furthermore, emotional intelligence was found to be a significant predictor of stress resilience, explaining a substantial proportion of its variance.
The results highlight the importance of developing emotional intelligence skills in educational settings to enhance students’ psychological adaptability and academic performance.
The study contributes to the existing literature by providing empirical evidence on the role of emotional intelligence in stress management among students. Practical implications include the integration of emotional intelligence training into educational programs to support students’ well-being and resilience.
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