The Influence of Emotional Intelligence on Stress Management Strategies and Academic Performance among University Students

Abstract

The escalating psychological demands imposed on university students have accentuated the significance of emotional intelligence (EI) in navigating academic and emotional hurdles. This study investigates the intricate relationship between emotional intelligence, stress management techniques, and academic performance among university students. Employing a quantitative research methodology, data were meticulously collected through structured questionnaires from a cohort of 270 students enrolled in the Mathematics, Physics, and MBA departments at three prominent public universities in Faisalabad, Pakistan: Government College University Faisalabad, University of Agriculture Faisalabad, and University of Education Lahore (Faisalabad campus). Data analysis was executed using SPSS (version 26), incorporating descriptive statistics (frequencies, means, and standard deviations) alongside inferential methods (T-Tests, ANOVA, correlation, and regression analysis) to scrutinize the interrelationships among the study variables. The findings revealed a significant positive correlation between emotional intelligence and effective stress management techniques, as well as enhanced academic performance. Regression analyses indicated that emotional intelligence serves as a significant predictor of both stress management capabilities and academic outcomes, accounting for a substantial proportion of the variance. The results underscore the pivotal role of emotional intelligence in bolstering students’ capacity to cope with stress and excel academically. The study advocates for the integration of emotional intelligence training and stress management workshops into university curricula to foster students’ academic success and mental well-being.