Examining the Relationship between Emotional Intelligence and Psychological Wellbeing among University Students

Abstract

The purpose of the present research was to analyse emotional intelligence and psychological well-being in university students and to estimate the relationship between the given variables. The type of research was a correlational research design; 120 university students were sampled. Emotional intelligence was taken with ratter scale which was called the Trait Meta-Mood Scale (TMMS) whilst psychological well-being was taken with Warwick-Edinburgh Mental Well Being Scale (WEMWBS). The hypothesis put forward in the study was that the emotional intelligence and psychological well-being would be distributed in low, moderate, and high in students in the university and that emotional intelligence will positively relate to psychological well-being. The first hypothesis was approved due to the descriptive analyses which revealed that various levels of emotional intelligence of students were low (31.5%), moderate (35.8%), and high (30.0%), as well as psychological well-being levels were low (34.2%), moderate (35.8%), and high (30.0%). The second hypothesis (reliability analysis) supported the claim that both TMMS and WEMWBS had acceptable internal consistency (a =.81 and a =.80, respectively). The third hypothesis was supported because Pearson product-moment correlation analysis found that emotional intelligence and psychological well-being have a significant positive correlation (r = .574, p =.001). On the whole, the conclusions were that the level of the emotional intelligence and the psychological well-being of the university students was mainly moderate and that greater emotional intelligence was related to a psychological well-being. The findings stress value of improving emotional intelligence to ensure the purpose of enhancing the psychological wellbeing of the university students.

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