Construct Of Emotional Intelligence Research Articles

The Importance of Emotional Intelligence in Direct Leadership in the Army of the Czech Republic

The article deals with application of emotional intelligence for leaders of direct leadership in the Army of the Czech Republic and its connection with the social climate of their units. Emotional intelligence leadership and social climate is a connection that is currently appearing in research activity and doctrinal army documents and explores. The authors try to find and evaluate the benefits and limits of EI in the field of preparation military personnel. From the currently available research, it is precisely the construct of emotional intelligence that appears as one of the possible ways to develop the necessary skills of commanders to facilitate their work with subordinates. Emotional intelligence involves the ability to correctly identify emotions in oneself and in others, to understand emotions and their language, to manage emotions in oneself and in others and use emotions to support cognitive activities and to motivate adaptive behaviour. Direct leadership is the level where leading people is face to face. These are units, where subordinates are used to seeing their commanders every day. For these functions it is still possible and important to create strong relationships, close cooperation and mutual knowledge of all members of the unit. Commanders facing high decision-making demands in an unstable environment. They build working one’s teams with a favourable social climate and support their psychological resilience subordinates. These aspects are decisive for ensuring the tasks of the unit. The main method is quantitative research, which is carried out using a standardized test MSCEIT emotional intelligence in selected commanders of six units and a non-standardized questionnaire "social climate on the units" in their subordinates. Based on obtained results is submitted methodology of development of emotional intelligence for leaders of a platoon. It contains standard parameters. The thesis also formulates recommendation for pedagogical and research activities and output of doctrine leadership.

The game as a methodological means of training students of humanities at the university

The article is written in the context of an integrative approach to psychology that combines methods for studying personality and group from different areas of human knowledge, contributing to the creation of a comprehensive psychosocial methodological apparatus aimed at studying the process of providing social and psychological support and assistance in an individual and group format. The article reveals the essence of a psychological game as a resource that contributes to the formation and development of professionally significant personal qualities and skills of university students majoring in the humanities (psychology students). In the course of the study, we proved the possibility of developing empathy in students with the help of psychological game practices in the educational environment of the university. Conceptualization of the definitions of the phenomena of the emotional sphere of personality functioning in bachelors of the 1st and 2nd years of study was carried out. The effectiveness of the development of game materials was assessed: bingo sheets and emotionally rich dialogues, as a stimulus material for recognizing emotions. A methodological justification for the effective use of gamification technologies in the educational process at the university is given. As a result of the empirical study, the training focus of the developed game «Empati-Bingo» was determined, prospects for improving the stimulus material, the possibilities of diagnosing the level of empathy development in students using game tools were determined. It was revealed that the psychological game «Empati-Bingo» requires a high level of empathy development in its leaders. The accuracy of recognition and determination of emotion can reflect the level of development of the cognitive component of empathy as a component of emotional intelligence. To improve the internal validity of the psychological game, the range of emotions that were proposed to be defined was expanded for the declared constructs of emotion and emotional intelligence: dialogues containing negative emotions were added, some emotionally neutral situations arising in interpersonal interaction were removed, which made the stimulus material more understandable for the game participants.

Transcending traditional metrics: Evaluating school leadership effectiveness through emotional intelligence and qualitative instruments

This paper examines the integration of school leaders' emotional intelligence and qualitative instruments into commonly used metrics for measuring school leadership effectiveness. Traditionally, these metrics rely heavily on questionnaires to assess leadership effectiveness. However, a weakness of these metrics is their excessive reliance on numerical data, which overlooks the qualitative dimensions of leadership. This study utilises Trait Emotional Intelligence Theory and Team Emotional Intelligence as units of analysis to redefine school leadership assessment. To make sense of the related literature and theories used in the study, an integrative literature review was employed as the methodological approach. The findings indicate that emotional intelligence significantly contributes to leadership effectiveness. The study also reveals that leaders who are self-aware of their emotional composition and its impact are more effective than those who are not. Furthermore, the results suggest that leaders who are cognisant and responsive to the emotional dynamics of their teams benefit from enhanced team cohesion, collaboration, and goal attainment. The study emphasises the importance of incorporating adaptable qualitative tools alongside quantitative instruments to accurately measure leadership effectiveness. Thus, this study adds to the existing literature by proposing a theoretically informed and adaptable framework that integrates an emotional intelligence construct and qualitative instruments for assessing school leadership effectiveness.

Individual and group emotional intelligence measurement of sex differences and invariance for individual (WLEIS-S) and group (WEIP-S) emotional intelligence measurement scales

Different international research groups focus on the study of socio-emotional resources and tools to facilitate adequate management of daily challenges and demands among teachers. This allows for better personal and professional performance. One of these resources that has attracted most attention in recent decades has been that of emotional intelligence. In this regard, the present study set out to analyse the psychometric properties of trait emotional intelligence as a construct. For this purpose, the study focused on two EI measurement instruments. One of the instruments (WLEIS-S) measures individual emotional intelligence and the other instrument (WEIP-S) measures group emotional intelligence. Against this background, the possible invariance of both scales with respect to the sex variable is analysed, as well as possible differences in the variables measured by the scales between sexes. To this end, 452 primary education teachers from Southern Spain filled in the WLEIS-S and WEIP-S tests. The results found in the factor analyses carried out with both instruments showed an excellent fit, as well as good internal consistency. Moreover, both instruments showed robust invariance, which indicates that both scales measure the emotional intelligence construct consistently for both women and men. No differences were found in the assessed latent variables between sexes. To conclude, this study shows psychometric evidence supporting the suitability of the WLEIS-S and WEIP-S scales for the accurate assessment of individual and group emotional intelligence in women and men in the teacher population.

Empathy and Self-Empathy in the Anthropological Dimension of Modernity

Purpose. In the article, the author questions rethinking the phenomena of empathy and self-empathy as modes of self-understanding of humanity and the inner intention to self-exploration of human spirituality. Theoretical basis. The research is based on the phenomenological dimension of modern anthropology and axiology. Originality. The change of the traditional intersubjective approach in the understanding of empathy to an introsubjective one and the affirmation of self-empathy as one of the defining existences in human beings, which is adjusted by the altruism-egoism value scale and forms the skills of unconditional empathic action towards the Other as a mode of self-exploration in the spiritual essence of a person are argued. Conclusions. The commonplace in a wide palette of research views on empathy is the construct for the Self – Other disposition and the intersubjective approach emphasizing the object of empathy. Transformation of the intention vector of empathic consciousness from the object to the subject of empathic action opens up deep possibilities of spiritual improvement as a way of self-awareness in the human essence. The transformation of the intention vector of empathic consciousness from intersubjective (I in the Other) to introsubjective (I through the Other) has the potential for spiritual development according to the altruism-egoism value scale. Empathy as an introsubjective position of self-exploration is inseparably connected with self-empathy, which in the mutual integration of its three main components – benevolence towards oneself, reflexivity towards one’s own experience and a tendency to understand one’s fate as common to all mankind – forms an important regulator of self-understanding of a person’s spiritual potential and the possibility of the practical extrapolation for these skills to an empathic way of communication at all levels of anthropo-being. Anthropological accentuation on the inner essence and meanings of human existence is carried out through intuition and self-altruism as the fading of pragmatic interest in the socially conditioned Self (Ego) and immersion in the essential Self – the bearer of the universal spiritual in a person. Self-empathy is considered in the context of the ideas of Stoicism as a deep self-immersion in the human essence and sensitivity to immediate emotional internal states, as a construct of emotional intelligence and a way of realizing individual uniqueness in the context of the metamodern concept of atopy. Self-empathy is defined as one of the key existences in human beings, which forms the skill of altruistic (unconditional) implementation of empathy.

Emotional Intelligence and Aggression among Young Adults: A Systematic Review

The aim of this study is to analyze the relation between emotional intelligence and aggression among adults, focusing on how these two factors influence each other and impact relationships, personal growth, and well-being. The interplay between emotional intelligence and aggression provides insights after comprehensive review of ten studies articles. This study seeks to develop effective strategies for young adults to manage their emotions, reduce aggression, and enhance conflict resolution skills. This review examined the research designs employed, the methods utilized to quantify the construct of emotional intelligence and aggression among young adults, and the key conclusions that can be made from these studies among young adults. Developing emotional intelligence and managing aggression in young adults is crucial for their overall well-being, social connections, and personal growth. Emotional intelligence helps young adults cultivate essential skills like effective communication, self-awareness, self-regulation, and empathy, enabling them to navigate relationships, conflicts, and challenges more successfully. By being emotionally intelligent, young adults can better understand and manage their own emotions, as well as respond appropriately to the emotions of others, leading to more harmonious relationships, improved mental health, and a more positive outlook on life. This review will help adults, their parents and policy makers to induce emotionally intelligent overlook and less aggressiveness.

An exploration of managing emotional labour and maintaining professional integrity in children's hospice nursing.

Research exploring nurse-parent relationships in children's hospices is rare. To investigate how children's hospice nurses manage emotional labour and professional integrity in their long-term relationships with parents. A purposive sample of six children's nurses, from hospices across England, recorded audio diaries and participated in telephone interviews. Narratives were thematically analysed. Three overarching, cross-cutting themes were identified-purposeful positioning; balancing personability and professionalism; coping with and counterbalancing emotional labour. All themes were indicative of and/or built upon emotional intelligence constructs, such as self-awareness, self-regulation, appropriate (managed) empathy, social skills and intrinsic motivation. Innate features of children's hospice work were important for perpetuating intrinsic motivation and satisfaction. This study provided an insight into the management of emotional labour and professional integrity by experienced children's hospice nurses. The identification of emotional intelligence skills merits further exploration in this environment, as well as other children's palliative care settings.

Understanding the Relationship Between Self Referential and Socially Oriented Emotional Intelligence Constructs: A Cross-sectional Study

This article aims to investigate the influence of self-perception, self-regulation and motivation on the social awareness and social skills of university students. While Emotional Intelligence is a concept extensively researched in psychology with a substantial body of literature, there is limited empirical data connecting the constructs of self to the social constructs in Emotional Intelligence. The research recognizes the significance of understanding how these intrapersonal and interpersonal factors contribute to the development of social competence in the academic environment. A quantitative survey was used to explore the relationship between these. The sample comprised undergraduate students from diverse academic disciplines, and data were collected through validated self-report questionnaires. The findings underscore the importance of integrating targeted interventions and educational strategies that promote the development of these attributes to enhance students' overall social competence. By fostering a greater understanding of these dynamics, universities can better equip their students with the social skills necessary for successful interpersonal interactions, personal growth, and future professional success.

Assessment of the Relevance of Goleman's Emotional Intelligence Model among the Managers of Commercial Banks in Nepal

Even if today's managers can use technology, they are accused of lacking emotional stability. However, to manage the corporate house effectively, a leader needs to possess the decisive trait of emotional stability. So, the study aimed to examine how Goleman's notion of emotional intelligence applies to bank managers. The study's participants included branch heads of commercial banks located in Kathmandu, Bhaktapur, and Lalitpur districts. Information about emotional intelligence was obtained from 215 branch heads using convenience sampling. Exploratory and confirmatory factor analyses were employed using 25 test items to confirm the constructs of emotional intelligence. Due to a low standardized regression weight, one out of 25 items could not be retained. According to the findings, self-awareness, self-regulation, motivation, empathy, and social skills are the five categories into which Nepalese bank managers fall under the emotional intelligence concept. Thus, companies can use this emotional intelligence measure to assess the characteristics of managers who constitute true leaders.

Emotional knowledge - the missing link of emotional intelligence

The paper is of a review nature. It revisits the existing definitions of emotional intelligence and emotional knowledge. While the constructs of emotional intelligence and emotional knowledge have existed in parallel in the literature for quite some time, researchers studying emotional intelligence seem to take little, if any, note of emotional knowledge, and those focusing on emotional knowledge rarely relate it to emotional intelligence. It should be noted that the definitions of both emotional intelligence and emotional knowledge refer to emotional information processing, and a comparison of the elements of the two constructs and their operationalizations reveals significant similarities. Indeed, different researchers have included the same elements in the scope of either emotional intelligence or emotional knowledge.
 The paper indicates the need to clarifying the relationship between the two constructs and determining the degree of their interdependence and autonomy. Based on the literature review, a new definition of emotional intelligence was proposed. Emotional intelligence has been defined as a set of abilities used to acquire emotional knowledge, that is, to assimilate and analyze emotional information, to incorporate it into one’s cognitive system, as well as to efficiently apply it in understanding and solving emotional problems. The proposed definition emphasizes the cognitive nature of emotional intelligence. It does not go beyond the generally accepted understanding of abilities, in contrast to some models. The definition also clarifies the relationship between emotional abilities and emotional knowledge.
 Adoption of the proposed definition of emotional intelligence has several major ramifications for an understanding of the development of emotional intelligence, its role in human functioning, as well as the operationalization of the construct. All these issues are discussed in the last part of the article.

Emotional intelligence as a conduit for improved occupational health safety environment in the oil and gas sector

To address the issue of promoting occupational health and safety at the workplace, this study aimed to evaluate the mediating effect of four different dimensional constructs of Emotional Intelligence (EI) on the influence Occupational Health and Safety Management Practices (OHSMP) hold on safety performance and workplace accidents among oil and gas workers. The study is explanatory research that adopted a cross-sectional survey design. Convenience and stratified sampling techniques were used to select 699 respondents from the three major government-owned oil and gas organizations. The multiple standard regression and bootstrapping mediation methods were used for data analysis after subjecting the data to exploratory and confirmatory factor assessments. Results indicated that OHSMP significantly predicts EI, safety performance, and workplace accidents. Again, EI was found to predict safety performance and workplace accidents significantly. Results also indicated that all the construct dimensions for measuring EI significantly explain the relationship between OHSMP and safety performance, as well as the influence of OHSMP on workplace accidents. The theoretical basis for these findings is that workers with high-level EI are likely to cope with occupational health and safety lapses or safety-related challenges at the workplace by participating and complying with the organization’s safety management practices or procedures. Such employees are likely to exhibit safe working behaviors and contribute to improving safety performance in the organization.

AI for Psychometrics: Validating Machine Learning Models in Measuring Emotional Intelligence with Eye-Tracking Techniques.

AI, or artificial intelligence, is a technology of creating algorithms and computer systems that mimic human cognitive abilities to perform tasks. Many industries are undergoing revolutions due to the advances and applications of AI technology. The current study explored a burgeoning field-Psychometric AI, which integrates AI methodologies and psychological measurement to not only improve measurement accuracy, efficiency, and effectiveness but also help reduce human bias and increase objectivity in measurement. Specifically, by leveraging unobtrusive eye-tracking sensing techniques and performing 1470 runs with seven different machine-learning classifiers, the current study systematically examined the efficacy of various (ML) models in measuring different facets and measures of the emotional intelligence (EI) construct. Our results revealed an average accuracy ranging from 50-90%, largely depending on the percentile to dichotomize the EI scores. More importantly, our study found that AI algorithms were powerful enough to achieve high accuracy with as little as 5 or 2 s of eye-tracking data. The research also explored the effects of EI facets/measures on ML measurement accuracy and identified many eye-tracking features most predictive of EI scores. Both theoretical and practical implications are discussed.

Factor Structure of the Bar-On Emotional Quotient Inventory in Youth on the Autism Spectrum

Examination of emotional intelligence (EI) of autistic individuals has gained popularity. These efforts have included the BarOn Emotional Quotient Inventory, Youth Version (BarOn EQ-i YV); however, this measure was not standardized with this population and so its utility and the accuracy of its factor structure for this population is questionable. This study examined how well the factor structure as represented by a sample of autistic children and youth aligns with that described in the measure’s technical manual to clarify considerations for use. Results indicate poor metrics of model fit. Some factors were significantly correlated, though this was attenuated somewhat upon correction for multiple analyses. Two items from the interpersonal factor were negatively loaded, suggesting they should be subtracted from other items in that factor (in contrast to the standardized model). Implications for EI construct validity, understanding of EI in autism, and use of EI measures for this population are discussed.

Emotional Intelligence and Employee Performance: A Study of Teachers in Secondary Schools in Benue State, Nigeria

The study's goal was to look into the impact of emotional intelligence on teacher performance in secondary schools in Makurdi, Benue State, Nigeria. The study was based on the theory of emotional intelligence as propounded by Daniel Goleman in 2002. It adopted a descriptive survey research design. The sample comprises 160 secondary school teachers and administrators from 15 schools. A structured questionnaire was used to collect relevant data. Descriptive and regression analyses were used in the analysis. The paper's theoretical review is based on Goleman's works (2002). Four emotional intelligence constructs (self-awareness, self-management, social awareness, and relationship management) were used, as were the study's objectives. The findings revealed a link between emotional intelligence and secondary school teachers’ performance. It is recommended, among other things, that the concept of emotional intelligence be clearly inculcated in the recruitment and selection criteria of secondary school teachers.

An Adaptation Study of the Components of Emotion Understanding Test-24 (CEUT-24) to Turkish Context: An Investigation of the Internal Structure of the CEUT-24 at Item Level

The generalizability across cultural groups of the construct of Emotional Intelligence (EI) and its assessments has received scant attention. Most research on ability EI is done within a Western context. This study investigates whether the same internal structure of The Components of Emotion Understanding Test short 24 item version (CEUT-24) emerges also in non-Western, Turkish context with a bipolar Emotional Understanding (EU) ability factor, a unipolar (dis)acquiescent responding factor, and scenario-specific error covariances. The sample consisted of 680 (15-32 years old) participants. Three nested models (model A with only the EU factor, model B with the acquiescence factor added to model A, and model C with the scenario-specific error covariances added to model B) have tested with Confirmatory Factor Analysis. Results showed that only model C had an acceptable to good fit. An EU ability factor, an acquiescent responding factor, and scenario-specific error covariance factor accounted for the raw item responses of CEUT-24 in Turkey in the same way as in Western contexts. The current study contributes to generalizability of the CEUT-24 beyond typical western contexts.

Emotional intelligence and fraud tendency: a survey of future accountants in Nigeria

PurposeThis study examines the association between emotional intelligence (EI) and the tendency of future accountants to rationalize and engage in occupational fraud.Design/methodology/approachThe study adopts a survey methodology and uses a questionnaire containing a fraud scenario and EI construct to gather data from 225 participants. It performed a Cronbach alpha to assess the measurement parameters consistency of EI and fraud tendency and employed Pearson correlation and regression analysis to test its hypothesis.FindingsThe study found that future accountants in Nigeria are emotionally intelligent and have a high fraud tendency. Also, it found a significant and positive association between EI and fraud tendency, suggesting that future accountants that are emotionally intelligent have a higher tendency to rationalize and engage in occupational fraud. In addition, the study found that academic intelligence, a control variable, positively associates with fraud tendency.Practical implicationsThe study offers rare insights into the fraud tendency of future accountants, which would benefit the counter fraud community in Nigeria and other developing countries. Recruiters and employers will find the study beneficial in decision-making on job recruitment, placements and moral orientation for prospective accountant employees.Originality/valueThe study is the first to directly associate EI with the fraud tendency of future accountants from a developing country with high fraud profile and underdeveloped counter fraud strategy. Thus, it provides a benchmark for future studies in other developing countries.

The role of Emotional and Spiritual Intelligence in health and educational intervention

Introduction: the study of Emotional and Spiritual Intelligence in educational and health contexts is beginning to be given great importance, due to the repercussion that these theoretical constructs have on human behavior and, consequently, on the exercise of the professional functions of students, teachers and health professionals. Objective: to find the relationship between emotional intelligence and spirituality and how those concepts can condition the behavior of students and health professionals. Methods: a narrative review of original articles, performing a systematic search through the EBSCHOHot (APA Pscycinfo), ERIC, MEDLINE, PubMed and SCOPUS database. The descriptors used: "Emotional Intelligence" AND "Spiritual*" AND "Correlation*. Results: this review included 7 articles, 6 of which are original and 1 is a critical review, referring to research carried out in educational and health contexts and conducted mainly in Eastern countries. The relationship between the constructs of Emotional and Spiritual Intelligence and the importance that these competencies have on human behavior is demonstrated. Conclusions: it is pertinent to carry out more studies that relate these two variables, as well as the need to introduce and work on these concepts in educational and health intervention contexts, with the aim of improving the competencies of students and professionals. Likewise, it is important to avoid confusing the concepts of spirituality and religiosity which, although associated, have different meanings and practical implications

Developing adaptability and agility in leadership amidst the COVID-19 crisis: experiences of early-career school principals

PurposeDuring the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis.Design/methodology/approachThe study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools.FindingsThe findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship.Originality/valueThis study uses a unique emotional intelligence approach to understand school leadership during and after a crisis.

Hypothesized model of the relationship between affective behaviour, emotional intelligence and success of out-of-school youths in cell phone maintenance enterprise

PurposeMany youths are out-of-school with few having the basic sustainable skills to earn a living. Some of the engaged ones have interpersonal relationship and other problems that can sustain the successes of their business. Therefore, this study is set to investigate the relationship between affective behaviour, emotional intelligence and success of out-of-school youths in cell phone maintenance enterprise.Design/methodology/approachPurposive sampling technique was used to select the sample. Of the total, 350 out-of-school youths who are engaged in cell phone maintenance enterprise in computer village Ikeja, Lagos State, Nigeria, were used as a sample, but 292 samples with completely filled research instrument were used for the study. Data collected were validated through the principal component analysis and the hypothesis tested through the confirmatory factor analysis using AMOS and SPSS.FindingsThe result of the study showed that affective behaviour and social skills do not necessarily predict but self-motivation predicts the career success of out-of-school youths in cell phone maintenance enterprise. Self-awareness, emotional regulation, social awareness and emotional receptivity significantly influence affective behaviour towards success in their chosen career.Practical implicationsThis study enhances the cell phone maintenance association or group to adopt the participation of on-the-job training of their members to help them build good relationship and self-esteem. The training will improve their emotional intelligence and further enhance the creation of a formidable emotional intelligent workplace team.Social implicationsThe study affirms that the constructs of emotional intelligence are predictors of career success among out-of-school cell phone maintenance. It boosts their moral and psychological behaviours towards building good customer relationship which culminates into success in their career area. This study also motivates the out-of-school youths that success is multifaceted that involves building adequate personal and social relationship within the circle of their co-maintenance personnel and customers.Originality/valueThis study showed that success in any chosen career involves adequate training, inter- and intra-personal relationship and building adequate emotional intelligence to overcome the varying challenges that may be encountered. Also it indicated that personal development in a chosen career is essential and career successes can be built around personal goal orientation rather than building it in circle of people around. The study does not totally neglect social relationship because no man can live and succeed in isolation.

Emotional Intelligence and Stress among University Students in The Situation of Covid-19

Students’ life at university is very chaotic and challenging in the situation of COVID-19. Thus, investigating the stress-protective factors can potentially benefit the students and their academic life. Hence, considering Emotional intelligence (EI) may play a vital role in understanding students’ stress. The present study is very crucial as a lack of emotional intelligence in such an unstable situation of COVID-19 may lead to possible failure that can negatively impact students’ well-being and future. The main objective of the present study was to examine the link between EI and perceived stress among university students. This was done through a quantitative study of the relationship between EI and stress. A cross-sectional research design to recruit a convenience sample of students from a few public university campuses in Malaysia, with a total respondent of 213 students was used. These students were invited to complete a voluntary and anonymous 38-item online questionnaire. Self-report questionnaires, consisting of the short 16-item measure of emotional intelligence (WLEIS), and the 10-item Perceived Stress Scale (PSS) were distributed to these students. Correlation analyses were performed to examine the link between EI and perceived stress (PS). Major findings have shown that there were significant correlations between EI constructs (Self-emotions appraisal, Use of emotion, and Others-emotion appraisal) and PS. Subsequently, independent-sample t-tests showed a not statistically significant difference in mean EI and PS scores between male and female students. In conclusion, the constructs of trait, EI could be of vital importance in understanding stress among university students. The present study suggests that universities may offer EI as among measurements in the selection of their prospective students, and the management should offer a few interventions to enhance students' emotional intelligence. Future research may address controlling other personality traits associated with the Perceived Stress Scale such as anxiety and neuroticism which may be confounded with reports of perceived stress.