Relationship between Emotional Intelligence and Academic Stress of University Students

Abstract

The study was designed to explore the relationship between emotional intelligence and academic stress. The objectives of the study were to explore the emotional intelligence level of private and public sector university students and to explore the relationship of emotional intelligence and students' academic stress in the context of Private and Public Sector University. Data was collected by using two research instruments. For the measurement of emotional intelligence 44 items questionnaire was used, it has seven sub-scales as named as: Motivation, Self-awareness, Self-regulation, Interpersonal Relationship, Empathy, Social Skills and Self Control. For the measurement of students' stress, a 37 items questionnaire was used and has 7 sub-scales named as Academic Stress, Self-Inflicted Stress, Test Stress, Time Management Stress, Peers Stress, Social Life Stress and Study Group Stress. A stratified random sample of 504 students was gathered of them 252 respondents were male whereas 252 were female respondents studying at 12 public and private sector universities. Data was analyzed by using statistical techniques such as mean, SD, correlation, t-test and analysis of variance. The results indicated that students differ in terms of emotional intelligence as well as academic stress. Results showed that male university students experience higher level of emotional intelligence than academic stress, while female university students have higher level of academic stress than EI. Students of public sector universities have higher emotional intelligence, whereas private sector university students have high level of academic stress than emotional intelligence.

Headnote

Abstract

The study was designed to explore the relationship between emotional intelligence and academic stress. The objectives of the study were to explore the emotional intelligence level of private and public sector university students and to explore the relationship of emotional intelligence and students' academic stress in the context of Private and Public Sector University. Data was collected by using two research instruments. For the measurement of emotional intelligence 44 items questionnaire was used, it has seven sub-scales as named as: Motivation, Self-awareness, Self-regulation, Interpersonal Relationship, Empathy, Social Skills and Self Control. For the measurement of students' stress, a 37 items questionnaire was used and has 7 sub-scales named as Academic Stress, Self-Inflicted Stress, Test Stress, Time Management Stress, Peers Stress, Social Life Stress and Study Group Stress. A stratified random sample of 504 students was gathered of them 252 respondents were male whereas 252 were female respondents studying at 12 public and private sector universities. Data was analyzed by using statistical techniques such as mean, SD, correlation, t-test and analysis of variance. The results indicated that students differ in terms of emotional intelligence as well as academic stress. Results showed that male university students experience higher level of emotional intelligence than academic stress, while female university students have higher level of academic stress than EI. Students of public sector universities have higher emotional intelligence, whereas private sector university students have high level of academic stress than emotional intelligence.

Keywords: General Adaptability Syndrome (GAS), Academic Stress (AS), Emotional Intelligence (EI), Emotional Quotient (EQ), Life Change Unit (LCU), Stress Management (SM).

Introduction

Emotional intelligence is the key determinant of academic success in today's highly stressed environment for learners at every level of education. The potential to identify and understand one's own and others' emotions is termed as emotional intelligence. It is the ability to understand the feelings and spell out the emotions. Adler (2015) stated that emotions are important part of an individuals' personality through which one can recognize the pattern of social interaction in a successful manner. Learning of emotional intelligence skills is important in the teaching learning process because it helps learners to handle situation effectively. Emotional intelligence focuses on social skills, self-awareness, empathy, self-regulation, self-management, interpersonal relationship and teamwork. People with high emotional intelligence are creative and successful.

Barrett (2015) described that emotional intelligence refers to regulate and identify emotions. It exhibits aptitude to manage emotions and harness emotions. Harness emotions refer to express and control impulse, but to understand, respond and interpret others' emotions is also essential. People with high emotional intelligence may visualize, understand and realize things effectively as compared to others. Individuals with such competencies are known to be constructive, dynamic, successful and innovative. Goleman introduced mixed model of emotional intelligence. EI focuses on self-management, self-awareness, social-awareness and relationship management. Self-management is concerned with controlling one's emotions and adapting to circumstances, which is not constant in nature. Self-awareness is the ability to aware one's own emotions and recognizes feelings of other individuals.

Walkins (2014) introduced that emotional intelligence is a shade, it covers a wide range of skills and abilities, which individual's possess such as intrapersonal relationship, anticipated general and professional skills. Furthermore, personal growth of human being is underlying the control over emotions as to identify emotions, embody emotions to facilitate thoughts, conceive emotions and to regulate emotions; it is the capacity to control emotions in ourselves and our relationships.

Baker (2013) pointed out that university students face several new demands i.e. social, interpersonal and academic during their study, which can be stressful for them. The immediate challenges, which students face are sudden decisions imposed by parents irrespective to their likeness or dis-likeness. Stress affects students' academic performance and motivation level, while they can reduce stress it through social support of the family, friends and community. Cooper (2012) indicated that mostly students work part time to meet their expenses, which cause stress in their daily life. These daily stressors are of such magnitude that they cause chronic problems. Physiologically stress has harmful effects on the health of students as immune system is affected and chronic diseases are started. Neurotic and psychotic problems in students are caused by psychological stress.

Barkley (2012) mentioned that students in academic environment may experience academic pressure, unrealistic ambitions, high expectations and competitiveness, which are common sources of stress and anxiety. Academic stress is prevailing due to technological advancement; students become stressed when mentally and physically in a demanding situation. Financial hardships are also vital in creating distress in some learners, in order to meet the expenditure some students are working part-time. As a result they are involved in professional life and ignore their studies.

Leeper (2011) suggested that mostly emotions are primarily inspiring forces, they are processes which arouse, sustain, and direct the activity. He viewed that emotions are the organized response to an event that has internal or external outcome. Emotions differs as human beings across diverse cultures have discrimination in thought, language, customs and social life patterns. Ciarrochi (2010) stated that emotional intelligence is positively linked with self-control, empathy, motivation, life satisfaction and openness to feelings. Emotional intelligence is conceptualized as a set of competencies and social skills which predict positive outcomes in any field of life. Students can be successful in academics if they acquire the skills of emotional intelligence, which manifest in attributes as motivation, teamwork and commitment.

Mayer (2010) mentioned the overall dimensions of emotional intelligence such as using emotions, perceiving emotions, understanding and managing emotions. According to Mayer (2010) the lower level of emotional intelligence may appears to the involvement in authoritarian behaviour and victimization in bullying. Social interaction among peers leads to anxiety, violence and offensive behaviour. Moreover, emotional intelligence is the ability to monitor feelings and emotions, differentiate between feelings and emotions, and apply this information to conduct thoughts and activities. Emotional intelligence is having competences to cope and manage stress.

Fisher (2010) found that poor academic performance leads to stress, depression and anxiety among university students. Academic stress affects the students' behavioral and cognitive processes of life. It has been observed that students, who belong to lower class are more stressed than students belong to upper class. Despite all the factors of stress manifest itself negatively in the academic performance, the future of students mostly depends on their higher level of academic performance. Academic strain and pressure can lead to nervous breakdowns, panic attacks, burnouts, and depression.

Significance of the Study

Present study is significant because it will help teachers, students, researchers and university administration to understand the psychological state of the male and female university students. Significance of the study is multifaceted as it would be a great help for higher education institutions in promotion of quality education for effective learning. Study is also significant for university teachers so that they may develop pedagogies to manage higher emotions and stress in students. University administration can promote emotional intelligence and stress coping strategies in learners through providing effective learning culture so that university students can become successful future professionals.

Statement of the Problem

The problem of the study was to explore the relationship of emotional intelligence and academic stress of private and public university students.

Objectives of the Study

The main objectives of the study were:

1. To assess the differences in the existing levels of emotional intelligence and academic stress of the private and the public university students.

2. To explore the relationship of emotional intelligence and stress in the context of private and public university students.

3.To explore gender difference among students in academic stress and emotional intelligence at university level.

Hypotheses

1. Students of public sector universities would not have higher level of emotional intelligence as compared to students of private sector universities.

2. There is no relationship between students' academic stress & emotional intelligence.

3. Male university students would not have higher emotional intelligence than female.

4. There is no difference in the academic stress of male and female university students.

Research Methodology

Present study was quantitative in nature and data was collected from the respective private and public sector universities. Respondents were informed about the rationale of study and requested to take part in the research. They were assured that confidentiality of the information would be kept off record and requested to provide valid information related to the study.

Population

The target population included all public and private university students studying at Master, M Phil and Ph.D. level programs. It was not convenient for the researcher to gather data from all population due to lack of resources and time available to research, therefore, 6 private and 6 public sector universities, i.e. Quaid-ie-Azam University, Islamic International University, Allama Iqbal Open University, Pir Mehr Ali Shah Arid Agriculture University, Fatima Jinnah Women University, National University of Modern languages Islamabad, Iqra University, Preston University, Foundation University, Bahria University, Capital University of Science and Technology (CUST) and Ripha International University located in Rawalpindi and Islamabad were selected to gather data. In this research, stratified random sampling technique was used to gather data from respondents. The population was categorized into two strata as public and private sector universities. From both strata 504 university students were taken as a sample. The sample of 252 female and 252 male students were gathered from each stratum.

Research Instruments

For the measurement of emotional intelligence and students' academic stress two questionnaires were used i.e., Emotional Intelligence Questionnaire and Students Stress Questionnaire. The Emotional Intelligence Questionnaire (EIQ) was developed by using Goleman's Mixed Model components as base of EIQ. It was 44 items questionnaire, which consisted of 27 affirmative and 17 pessimistic items. For categories, Likert five-point scale was used. This questionnaire has seven sub-scales, which are empathy, teamwork, interpersonal relations, self-awareness, motivation, social skills and self-control.

Students Stress Questionnaire (SSQ) was based on Selye's General Adaptability Syndrome Model, and consisted 37 items including 17 affirmative and 20 pessimistic statements. Questionnaire has seven subscales, Test Stress, Studying Group Stress, Peer Stress, Time Management Stress, Self Inflicted Stress, Social Life Stress and Academic Stress.

Data Analysis

Present study was the systematic empirical investigation in nature, collected data was statistically analyzed with various statistical techniques such as mean, SD, items total correlations, inter-scale correlations, and analysis of variance. Reliability of Emotional Intelligence Questionnaire was determined through split half reliability method by dividing test into two parts such as 1st half and 2nd half. The split half reliability of emotional intelligence questionnaire and students' academic stress questionnaire in first half was .81 and in 2nd half it was 0.78.

Results

The research was quantitative in nature, therefore, data analysis was carried out by various statistical analyses such as reliability of students on emotional intelligence questionnaire was calculated on sample of 504 university students. For measurement split half reliability method was used.

Objective: To assess the differences in the existing levels of emotional intelligence and academic stress of the private and the public university students.

Hypothesis: Students of public sector universities would not have higher level of emotional intelligence as compared to students of private sector universities.

Table 1 indicates the respondents mean score on emotional intelligence questionnaire. From the table, it appear that public sector university students have higher score on emotional intelligence questionnaire than students of private university. Value of t is indicating a significant difference between both groups.

Table 2 indicates that private sector students have higher mean score on academic stress. From this table it is clear that there is significant difference exist among these variables. The result shows that private university students experience higher level of stress as compared to public sector university students.

Objective: To explore the relationship of emotional intelligence and academic stress in the context of private and public university students.

Hypothesis: There is no relationship between students' academic stress & emotional intelligence.

There is negative relationship between two variables such as emotional intelligence and students' academic stress of -.45.

Objective: To explore gender difference among students in emotional intelligence at university level.

Hypothesis: Male university students would not have higher emotional intelligence than female.

Table 3 shows the gender wise difference of students' scores on emotional intelligence questionnaire. Table describes that male students have higher mean scores as compared to female students. Results indicate that male university students have higher level of emotional intelligence as compared to female university students.

Objective: To explore gender difference among students in academic stress at university level.

Hypothesis: There is no difference in the academic stress of male and female university students.

Table 4 describes the gender wise difference of students' scores on stress questionnaire. The table shows that female respondents have achieved higher mean scores as compared to male respondents. The result indicates that female university students have higher academic stress than male university students. Results also show a significant difference between the scores of male and female on the context of academic stress.

Findings

Findings of the study showed that lower level of emotional intelligence lead towards higher level of academic stress by university students. Results demonstrate that public university students experience higher mean scores on emotional intelligence than students of private university.

Moreover, respondents of private university have experienced maximum level of academic stress as compared to public sector university students. Further results showed that male university students have higher emotional intelligence level than female university students. Hence, gender wise difference of students' scores on academic stress indicates that female university students have higher academic stress than male university students. Overall results show that there is negative relationship between emotional intelligence and students' academic stress.

Discussion

Present study investigated impact of emotional intelligence on students stress at university level. It is concluded that emotional intelligence and students stress are negatively correlated, so there is an inverse relationship found between these two constructs. Private university students have higher academic stress as compared to students of public sector universities. It is also concluded that there is significant correlation in demographic factors: age, wage, education and sex for measuring emotional intelligence level and stress among university students. Results revealed that boys achieved greater emotional intelligence when compared with girls. Furthermore, women had maximum students stress than male university students. Moreover, respondents of high class had practiced greater emotional intelligence while working class have higher level of students stress, while older students have maximum leveled "EI" in contrast to younger respondents. To achieve objectives of the research study valid instruments were applied on target population. Data was analyzed by using different statistical techniques, findings of the study matched with the Goldman mixed ability model of EI and Selye's GAS model, while results support the hypotheses. Present study is insightful in understanding the impact of emotional intelligence on students stress at university level.

Recommendations

In the field of Educational Psychology, students' behaviour has multifaceted importance. Our education system revolves around teachinglearning process among them students are focal point in academic studies. Following recommendations were made:

1. Students' knowledge should be updated through provision of different training workshops, forum, symposium and brainstorming session.

2. Teaching and learning process should be effective for students emotional intelligence development and teachers may give students choices or ask students about their opinions, sometime teachers ask students to teach the class through presentation method.

3. To create a sense of responsibility in the youth, variety of programs, seminars and conferences should be held in the institutes, which focus on students emotional development.

4. Students should be trained to cope stress so that they can control strain as well as manage emotions as result they may have a sense of academic achievement and feel self-confident instead of distress.

5. To promote quality education among students focus should be on positive classroom climate around proactive and interactive teachers' students' interaction, which will eventually result higher academic achievement.

6. Students' support service should be developed to address the issues related with diversity. Teachers may also instruct to create a prejudice free class room culture, which can ensure respect to all students.

7. To promote communication abilities and interaction among students group activities should be preferred and teaching strategies should be reformed to attain desirable moral qualities in students by promoting moral values, integrity and improve relationships.

8. To develop collaborative skills in students cooperative learning activities should be enhanced, this will help students to work with each member of class irrespective of friends only.

9. To inculcate positive thinking among students it is necessary to promote self-control, empathy, interpersonal relationship, social skills, teamwork and psychological wellbeing.

References

References

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Barkley, M. (2012). Functional Histology. Essentials of Basic Science. New York: Little Brown & Company. Pp. 221-253.

Barrett, L. F. (2015). Emotional intelligence: A Process Model of Emotions Representation and Regulation. New York: Guilford Press Inc. Pp. 286-310.

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