Report Emotional Intelligence Test Research Articles

The Relationship Between Emotional Intelligence and Coping Behaviors among Nurses in the Intensive Care Unit.

Nurses are expected to experience chronic stress and be involved in unhealthy actions more frequently due to the rising demands of medical care, which impact every aspect of their individual and professional lives. Individuals with higher emotional intelligence could cope and adjust to environmental changes and social constraints better than those with lower emotional intelligence. The objective of this study was to assess the relationship between the emotional intelligence and coping behaviors of nurses in the intensive care units (ICUs) in the West Bank. The study was a cross-sectional method done on convenience sample of 266 ICU nurses. Data collection was performed by "Schutte Self Report Emotional Intelligence Test" (SSEIT) and the "Coping Behavior Inventory". Statistical analysis was completed using SPSS version 23. Pearson correlation was used to measure the relationship between the emotional intelligence and coping behaviors. The analysis indicated that emotional intelligence was high (mean ± SD = 150.8 ± 2.1, range 33-165). Also, the analysis indicated that coping behavior of the participants was moderate (mean ± SD = 29.3 ± 15.2, range 0-76). Furthermore, the analysis indicated that there was a moderate positive relationship between nurses' emotional intelligence and their coping behaviors. Coping behavior was indicated to have a moderately positive relationship with emotional intelligence. However, social skills or managing others' emotions indicated low positive relationship and emotional intelligence. There is a negligible correlation between emotional intelligence and perception of emotions, managing emotions in the self, and utilizing emotions. Training in emotional intelligence is essential for nurses since it improves both their personal and professional life and coping mechanisms.

Emotional Intelligence of Dental Students in Dharwad City

Emotional Intelligence (EI) is an important measure of success. It plays a vital role in a dental student’s life which is often faced with stress and risk-taking. The present study aimed to assess the level of EI of dental students in a dental college in Dharwad. A cross-sectional, questionnaire-based survey was conducted among dental students in a dental college in Dharwad, India Schutte Self Report Emotional Intelligence Test (SSEIT) scale containing 33 questions was used to determine the EI. It was answered on a five-point Likert scale and scored accordingly. Descriptive statistics, independent sample “t” test & one-way ANOVA was used for statistical analysis. There was no significant difference in EI scores of males and females and also within the different age groups. The mean EI score of the 1st year BDS, 2nd year BDS, 3rd year BDS, final year BDS students, interns, and postgraduate students were 126.93, 127.49, 129.73, 131.1, 125.68, 130, respectively. It was noted that EI scored did not significantly vary with gender and age. It was also noted that the EI scores increased consistently from 1st year BDS through 4th year BDS. Keywords: Dentistry, Education, Intelligence

A cross-national study of the emotional intelligence of young adults in the Middle East

PurposeThis study aimed to assess emotional intelligence (EI) among young adults across three Arab countries: Egypt, Jordan and the United Arab Emirates.Design/methodology/approachA total of 1884 university students participated from the three countries and completed the Schutte Self Report Emotional Intelligence Test (SSEIT). Data were validated by confirmatory factor analysis using SPSS AMOS version 29. Path analysis, t-tests and analyses of variance were performed to understand the influence of background variables on the EI of the study participants.FindingsThe results provide theoretical support for the SSEIT and the hypothesized relationship between managing personal and others' emotions. Although significant differences were found between participants in terms of gender and grade point average (GPA), no difference was found between participants based on nationality. The results of this study indicate the need to prioritize EI in young adults and other implications.Originality/valueThe importance of EI in individuals' daily lives cannot be overemphasized. However, scholarly insights into the state of EI in the Arab context are scarce.

Understanding the Relationship Between Emotional Intelligence, Eating disorders, Blood group and Cognitive functioning among Asian and African University Students

Abstract Introduction - The overall purpose of the study was to examine the relationship between emotional intelligence, eating disorders, blood group and cognitive functioning among Asian and African university students in India. That’s how emotional intelligence and blood group type serves as aetiological factors for eating disorders and the degree to which these three Variables influence cognitive functioning among university students. Objectives - The first aim of the study was to determine if any relationship exist between emotional intelligence, eating disorders, blood groups and cognitive functioning among Asian and African Students. Our second aim was to investigate the impact of eating disorders, emotional intelligence and blood groups on cognitive functioning, as well as to find the role of blood groups on aetiology of eating disorders. And finally, to also investigate the role of cultural differences on emotional intelligence, eating disorders and cognitive functioning Methods and Material - The study considered sample size of 120 African and Asian university students at National forensic sciences university (NFSU) who were residing in India and continuing their studies from undergraduate to PhD in all academic streams during the time of the study with ratio of equal African and Asian as well as male to female. Tools used in the study were eating disorders diagnostic scale by Stice, E., Fisher, M., & Martinez, E. (2004), Schutte Self Report Emotional Intelligence Test (SSEIT) and Montreal cognitive assessment (MOCA). Results – We found positive correlation between blood group and cognitive functioning with correlation value of .241** at 0.01 significant level. Blood group was also found to be negatively correlated to eating disorders with correlation value of -237** at 0.01 significant level and positively correlated with emotional intelligence with correlation value of .187* at 0.01 significant level. We also found that, cognitive functioning was negatively correlated to eating disorders with correlation value of -.842** and positively correlated to emotional intelligence with correlation value of .781. ** This reveals that, people who are having eating disorders are more likely to perform poorly in cognitive functioning. Our results also shows that, emotional intelligence was negatively correlated to eating disorders with correlation value of -.745.** This can be interpreted as people who have high emotional intelligence are of low risk of developing eating disorders compare to those with low emotional intelligence. Finally, we also found significant difference between Asian and African students on the basis of emotional intelligence level, cognitive functioning and eating disorders. Conclusion - In conclusion, the result of this study shows that, there is a correlation between emotional intelligence, eating disorders, blood groups and cognitive functions. Also, Asian and African students differ on emotional intelligence level, cognitive functioning and eating disorders. But emotional intelligence, eating disorders and cognitive functioning is not dependent on different academic level. That’s no significant difference was found between different academic level, that’s undergraduate, post-graduate and PhD on eating disorders, emotional intelligence and cognitive task Keywords: Emotional intelligence, blood group, eating disorders, cognitive functioning, Asian and African student

Fatigue and the psychological characteristics of medical students.

The present study examined the relationship between medical student fatigue with psychological variables: emotional intelligence (EI), sense of coherence (SoC) (comprehensibility, manageability, and meaningfulness), quality of life (QoL), stress, and satisfaction with studying medicine. The sample consisted of 566 medical students from the Medical University of Gdańsk, Poland. The instruments used were the Chalder Fatigue Scale, Schutte Self Report Emotional Intelligence Test, Sense of Coherence Questionnaire, and a questionnaire designed by the authors, comprised questions relating to the quality of life, stress levels, and satisfaction with studying medicine. The results show that fatigue was negatively related to the ability to use emotions effectively in the management of one's activities (EI), 1 aspect of SoC - a level of comprehensibility, QoL, and satisfaction with studying medicine. Fatigue is positively related to the ability to recognize, understand, and control emotions (EI) and stress connected with studying medicine. The outcomes of the study afford a better understanding of the relation- ship between selected variables in the field of individual differences in the context of fatigue in the medical student population. It may help medical educators and authorities to have a better understanding of the phenomenon of building resilience and increasing abilities to cope with the negative effects of chronic stress such as fatigue in the population of medical students. Early recognition of specific psychological features in medical stu- dents, such as misunderstanding emotions and their perception of environments as unstructured, would make it possible to prepare early support and development programmes. Int J Occup Med Environ Health. 2023;36(4):517-25.

Can Emotional Intelligence and Forgiveness bring a Difference? Comparison between Clinically Diagnosed Individuals and Normal Population

Purpose: The aim of the current study was to determine whether the absence of positive qualities such as emotional intelligence and forgiveness contribute to the occurrence of psychopathology. Method: To achieve this objective, a group of 150 participants (n=100 psychologically healthy; n=50 psychologically disturbed) was chosen using a purposive convenience sampling technique. The participants varied in terms of age (18-50 years), gender, education, and socioeconomic status. The researchers administered the Schutte Self Report Emotional Intelligence Test (SSEIT,2009) and the Heartland Forgiveness Scale (2005) to the sample. Findings/Results: The findings indicated a significant predictive relationship between emotional intelligence and forgiveness, highlighting their positive influence. Conclusion: Moreover, a noteworthy distinction was observed between psychologically disturbed individuals and the general public regarding both emotional intelligence and forgiveness. Keywords: Emotional Intelligence, Forgiveness, Psychopathology

Emotional Intelligence among Nursing Students: Findings from a Longitudinal Study.

Emotional intelligence is an important factor for nursing students’ success and work performance. Although the level of emotional intelligence increases with age and tends to be higher in women, results of different studies on emotional intelligence in nursing students vary regarding age, study year, and gender. A longitudinal study was conducted in 2016 and 2019 among undergraduate nursing students to explore whether emotional intelligence changes over time. A total of 111 undergraduate nursing students participated in the study in the first year of their study, and 101 in the third year. Data were collected using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and Schutte Self Report Emotional Intelligence Test (SSEIT). There was a significant difference in emotional intelligence between students in their first (M = 154.40; 95% CI: 101.85–193.05) and third year (M = 162.01; 95% CI: 118.65–196.00) of study using TEIQue-SF questionnaire. There was a weak correlation (r = 0.170) between emotional intelligence and age measuring using the TEIQue-SF questionnaire, and no significant correlation when measured using SSEIT (r = 0.34). We found that nursing students’ emotional intelligence changes over time with years of education and age, suggesting that emotional intelligence skills can be improved. Further research is needed to determine the gendered nature of emotional intelligence in nursing students.

An Investigation Into the Interplay Between Chinese EFL Teachers' Emotional Intelligence, Ambiguity Tolerance, and Work Engagement.

Teachers' work engagement is regarded as a critical issue in educational contexts, so the emotional factors and personality traits, and their effects on teacher engagement have drawn the attention of investigators. This study seeks to investigate the relationship between teachers' emotional intelligence, ambiguity tolerance, and work engagement. Moreover, this study tries to investigate the contribution of emotional intelligence and ambiguity tolerance to teachers' work engagement. To do so, 322 teachers (96 males and 226 females) participated in this study. Schutte's Self Report Emotional Intelligence Test (SSEIT), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Self-report engagement Questionnaire were used in this study. The statistical techniques used in this study are the Spearman Rho test and ANOVA. The findings showed that there are significant correlations between work engagement, emotional intelligence, and ambiguity tolerance. Comparing the predictability power, teachers' emotional intelligence (B = 0.611) proved to have a higher index compared to their index of ambiguity tolerance (B = 0.2). This study concluded that emotionally intelligent teachers and teachers with higher levels of ambiguity tolerance are more engaged in the EFL contexts. Moreover, the study has some pedagogical implications and suggestions for different teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers' emotional intelligence, ambiguity tolerance, and work engagement in educational environments.

Exploring the Connection between Adult Playfulness and Emotional Intelligence

This study explored the connection between adult playfulness and emotional intelligence. Participants were 325 (39 men, 286 women) primarily European American, (59%), undergraduate students attending a private, four year, liberal arts university in the northeastern United States. Participants completed two standard measures – The Schutte Self Report Emotional Intelligence Test (SSEIT) and The Adult Playfulness Trait Scale (APTS). In addition, participants completed an open ended query – “How do you define play?” to complement the correlation analyses. Correlational analyses revealed strong, positive connections between the SSEIT and APTS subscale and total scores. The Fun Seeking subscale of the APTS positively connected to all subscales of the SSEIT. Engaging in fun and having a good time was a playfulness component and temperamental disposition that helps one perceive, manage, and utilize emotions as well as manage the emotions of social others. The Uninhibited subscale of the APTS connected positively to two of the SSEIT subscales – Managing one’s emotions and Utilizing emotions. Finally, individuals who scored high on the APTS also scored high on the SSEIT. This study’s findings suggest that the temperamental disposition, playfulness connects to an individual’s emotional intelligence. Future studies might investigate different cultural and age groups and utilize mixed method approaches to broaden our understanding of how playfulness helps people process emotional experience related to the self and social others. 

Emotional intelligence among medical students: a cross sectional study from central Kerala, India

Background: The term ‘emotional intelligence’ describes the ability ‘to monitor one's own and others’ feelings and emotions, to discriminate between them and to use the information to guide one's thinking and actions. The significance of emotional intelligence in the successful practice of medicine has long been recognized. The present study intends to assess the level of emotional intelligence among medical students, in Central Kerala and to determine the factors that influence emotional intelligence of medical students.Methods: A quantitative, cross sectional, questionnaire-based study conducted among 251 medical students belonging to two medical colleges in Central Kerala, India using the Schutte self report emotional intelligence test (SSEIT), which is a standardized semi-structured questionnaire. Data was coded and entered in Microsoft excel worksheet. Descriptive statistics like percentage was used. Inferential statistics were applied as needed using licensed version of SPSS 20, and was expressed statistically significant at p-value less than 0.05.Results: Among the total 251 study participants, mean age of the participants were 21.5± 1.14. Majority were females (67.7%). The mean score of EI among the study participants were 121.43±19.06. Out of the total study participants 63.3% had average EI score. The present study showed a statistically significant association between age category of the study participants and EI scores.Conclusions: The mean EI scores of the study participants were in an agreeable range with 63.3% having average EI scores.

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BACKGROUND:Emotional intelligence and coping strategies play crucial roles in mental health, the study of relationship between these two variables as important factors influencing doctors mental health can be of great help in achieving broader models in order to explain them.AIM:To access emotional intelligence and its relation to coping style by comparing first year undergraduate medical students with interns.MATERALS AND METHODS:cross sectional study in a tertiary care hospital and medical college by calculating sample size using epi info software .Total 300 students enrolled in this study , duration: 6 months. MENTAL HEALTH SCREENING FORM 3,THE SCHUTTE SELF REPORT EMOTIONAL INTELLIGENCE TEST (SSEIT) ,THE COPING SELF EFFICACY SCALE (CSES) used.RESULT:When CSES Score of students and interns are compared, there is statistically significant difference observed between 2 groups , p value = 0.001. When SSEIT Score of students and interns are compared, there is statistically significant difference observed between 2 groups, p value < 0.001. There is positive correlation found between CSES and SSEIT scores in students , p value<0.001. There is correlation found between CSES and SSEIT scores in interns, p value < 0.001.CONCLUSION:For an effective clinical practice medical professionals need to have high emotional intelligence in addition high IQ. It is desirable to incorporate EQ into medical teaching curriculum in India to this need as a benchmark.

Assessing the Influence of Self-Esteem and Emotional Intelligence on Psychopathological Symptoms among Trainee Christian Clerics

This study was carried out to observe the link between self-esteem, emotional intelligence (EQ) and psychopathology. A cross-sectional survey research design was adopted for the study. Purposive sampling techniques led to the selection of 466 participants from Redeemed Christian College of Missions, Ede, Osun State and Redeemed Christian Bible College, Mowe Ogun State, Nigeria. The participants responded to Christian Ministers Psychopathological Scale (CMPS), the Self Esteem Questionnaire (SEQ), and Schutte Self Report Emotional Intelligence Test (SSEIT). The domains of self-esteem had a joint significant predictive influence on psychopathological symptoms among the participants [F (6, 465) = 6.142, p = .000]. Emotional intelligence (EQ) scores significantly predicted levels of psychopathological symptoms among the participants [F (6, 465) = 8.552, p = .004]. Self-esteem and emotional intelligence jointly and significantly predicted psychopathological symptoms among trainee ministers [F (6, 465) = 11.263, p = .000]. Further analysis showed that self-esteem has an independent predictive influence on psychopathological symptoms (β = .183, p = .000). The authors recommend that pastors should pay attention to their mental health. Christian organisations need to create awareness of the benefits of healthy self-esteem and emotional intelligence among both intending and serving ministers to prevent triggers of psychopathologies.

Psychometric properties of the Persian version of Trait Emotional Intelligence Questionnaire in College Students

Objectives: This study aims to translate and evaluate the psychometric properties of the Persian version of Trait Emotional Intelligence Questionnaire (TEIQue) in college students. Methods: This is a descriptive study. Participants were 551 students from selected universities in Tehran, Iran who were enrolled using a stratified random sampling method. The students completed the Persian version of TEIQue as well as the Schutte Self Report Emotional Intelligence Test (SSEIT) and the Neo-Five Factor Inventory (NEO-FFI). Data were analyzed in SPSS v. 22 software using independent t-test, Cronbach’s alpha, Pearson correlation and Exploratory Factor Analysis (EFA). Results: The results of EFA confirmed that the Persian TEIQue had four factors of well-being, self-control, emotionality and sociability. Cronbach’s alpha value was reported 0.95 for the global EI, and ranged 0.69-0.90 for its four factors. In the split-half reliability, the Cronbach’s alpha was obtained 0.92 for the first half and 0.89 for the second half. The convergent/discriminant validity assessment in relation to SSEIT and NEO-FFI, showed a positive correlation with the most subscales of SSEIT and a negative correlation with the neuroticism subscale of NEO-FFI. There were gender differences in TEIQue scores between males and females, where females had higher scores in the global index and in factors of well-being and emotionality. Conclusion: The Persian version of TEIQue has acceptable reliability and validity for measuring trait emotional intelligence in Iranian adult population.

Emotional Intelligence among Undergraduate Nursing Students in Selected Colleges of Morang District, Nepal

Introduction: Emotional Intelligence (EI) is the ability to recognize one's own and other's emotions and capacity to utilize the emotional information to adjust to the environment. Nurse with high EI is found to have a better interpersonal relationship, higher job satisfaction, better leadership abilities, and better academic achievement. There is a gap in information regarding EI in nursing students of Morang district.&#x0D; Objective: The objective of the study was to find out the emotional intelligence and its association with selected socio-demographic variables among undergraduate nursing students of selected colleges of Morang district, Nepal.&#x0D; Methodology: This was a cross-sectional study carried out from June 2020 to November 2020 among 423 undergraduate nursing students of Purbanchal University School of Health Sciences, Hamro School of Nursing and Koshi Health and Science Campus. Ethical clearance was obtained from Purbanchal University School of Health Sciences- Institutional Review Committee (PUSHS-IRC) and informed consent were taken from study participants. A standard tool, “The Schutte Self Report Emotional Intelligence Test (SSEIT)” was used. Data was collected through a google form. Univariate and bivariate analysis was performed. P-value &lt;0.05 at 95% confidence interval was considered statistically significant for bivariate analysis.&#x0D; Results: Majority (75.4%) of nursing students had a high level of EI score and 24.6% of the students had a moderate level of EI score. There was no statistically significant association of total EI score with any of the selected demographic variables. Further, the selected domains such as perception of emotion with an academic year of study (p=0.02), occupation of the mother (p=0.017), management of other's emotions with a year of the study (p=0.018), and utilization of emotion with the type of schooling (p=0.003) were statistically significant.&#x0D; Conclusion: Emotional intelligence was high and does not vary with different sociodemographic characteristics among nursing students.

Adaptation and Psychometric Properties of the Self Report Emotional Intelligence Test (SSEIT) among Brazilian athletes

Emotional intelligence (EI) is a psychological skill that aids athletes in the control of emotions and optimization of sports performance. The present study investigated the psychometric properties of the Self-Report Emotional Intelligence Test (SSEIT) in 508 Brazilian youth and adult athletes (mean age 18.55±4.68 years). Data analysis was conducted through Exploratory (EFA) and Confirmatory (CFA) Factor Analysis, Cronbach’s alpha, composite reliability and Pearson’s Correlation (p &lt;.05). EFA revealed the one-factor model with 26 items with the best adjustment. CFA confirmed the one-factor model with 26 items with best greater fit. No evidence of invariance was found, suggesting that the SSEIT must be used with caution when comparing gender and age groups. The external validity was found in the correlation of EI and cognitive anxiety and self-confidence. It is concluded that the Brazilian version of SSEIT for the sports context presented acceptable psychometric properties, however, showed limitations that should be explored in the future.

Emotional intelligence among nursing students of a government campus in eastern Nepal

Background: Emotional intelligence is the ability to recognise one’s own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and others. It is important to identify the level of emotional intelligence among nursing students for effective nursing leadership and quality nursing care. Objective: To assess the level of emotional intelligence of nursing students. Methods: A cross-sectional, descriptive research design was used to assess the level of emotional intelligence among 132 nursing students at Biratnagar Nursing Campus, Nepal. Data were collected by census method using self-administered structured questionnaire from 2018-05-13 to 2018-05-27. Emotional intelligence was measured using the Schutte Self Report Emotional Intelligence Test. Descriptive and inferential statistics (Chi-square test) was analysed to find out the association between emotional intelligence and demographic variables. Results: The findings showed that 96 (72.7%) of the respondents were from the 15 to 18 years age group. Similarly, 104 (78.8%) of the respondents had joined nursing education by their own choice. This study showed the majority 108 (81.8%) had a high level of emotional intelligence and 24 (18.2%) had a moderate level of emotional intelligence. There was no association between student’s level of emotional intelligence and their demographic variables. Conclusion: The participating nursing students had high levels of emotional intelligence. Owing to growing complexity in the healthcare environment and increasing expectations of clients in today’s competitive health care marketplace, the nursing students should be provided with emotional intelligence training and concepts should be incorporated into the nursing curriculum.

Emotional Intelligence and Happiness among Young Adults

The current study was conducted to understand the relationship between Emotional Intelligence and Happiness among Young Adults and is there any significant gender difference between Emotional Intelligence and Happiness. To understand this relationship, total participants (N=106) were selected with females (N=53) and males (N=53). For the current study, two tools were used, namely, Oxford Happiness Questionnaire (OHQ) and the The Schutte Self Report Emotional Intelligence Test (SSEIT). The findings of the study show that Emotional Intelligence and Happiness are positively correlated and no statistically significant gender difference was found with respect to emotional intelligence and happiness.

Emotional Intelligence and Test Anxiety among Adolescent Students in Mumbai

The substantive purpose of this study was to identify the relationship between Emotional Intelligence and Test Anxiety among adolescent students studying in Mumbai. There are a lot of studies conducted on Emotional Intelligence and Test Anxiety but the gap identified by the researcher was to study the variables in a particular city and establish deeper analysis. A sample of 104 students out of which 74 were females and 30 were males was randomly selected across Mumbai. The tools used for data collection comprised of two sections; “The Schuttes Self Report Emotional Intelligence Test” by Nicola S. Schutte, John M. Malouff and Navjot Bhullar for emotional intelligence, and “Instrument of Test Anxiety” by Daniel Asamoah and Sauri Songnalle for test anxiety. The use of Pearson Product Moment Correlation and t-test was made for testing the hypothesis. The finding of the study suggests that there is no significant relationship between Emotional Intelligence and Test Anxiety amongst adolescent students studying in Mumbai. It was also found that there is no significant gender difference in Emotional Intelligence and Test Anxiety.

Emotional Intelligence and Clinical Performance of Undergraduate Nursing Students During Obstetrics and Gynecology Nursing Practice; Mizan-Tepi University, South West Ethiopia.

BackgroundToday, one of the most challenging duties of nursing school is achieving clinical practice proficiency. Emotional intelligence correlates with students’ clinical practice performance. Such data are scarce in Southwest Ethiopia. Therefore, this study aimed to examine the relationship between emotional intelligence and clinical performance of undergraduate nursing students during obstetrics and gynecology nursing practice.MethodsA cross-sectional study was employed. All registered 186 fourth-year undergraduate nursing students of Mizan-Tepi University were included in the study. The data were collected using the self-administered structured questionnaires after briefly explaining the objective of the study. The Schutte Self Report Emotional Intelligence Test (SSEIT) was used to collect the data associated with emotional intelligence. Independent t-test, Pearson correlation, linear regression, and ANOVA were computed as appropriate after checking all necessary assumptions and statistical significance was declared at p<0.05.ResultsEmotional intelligence was strongly correlated with clinical practice performance [r (186) =0.767, p<0.0001]. There was a statistically significant difference in the mean clinical practice performance by sex, where males were performed better [t(186)=3.27, p<0.0001]. Linear regression analysis showed that emotional intelligence was the only predictor of clinical practice performance (β=0.219, p<0.0001). In one way ANOVA, the Welch test [FW (3,182) = 218.18, p <0.0001] and the Brown-Forsythe test [FBF (3,182) = 150.73, p <0.0001)] revealed that there were statistically significant differences in the mean clinical practice performance among levels of emotional intelligence.ConclusionThis study confirmed that the emotional intelligence of nursing students had significantly affected their clinical performance. This finding poses important questions for the educators responsible for nursing education in both academic and clinical settings. Further investigation is required to assess the factors that increase or decrease EI in nursing students is warranted.

Mediating Role of Academic Procrastination between Emotional Intelligence and Academic Performance of Pakistani Youth

The purpose of this research was to measure the mediating role of academic procrastination between emotional intelligence and academic performance in Pakistani youth. In total, 347 youth were selected using multi-stage random sampling from three major cities of Punjab province in Pakistan (Rawalpindi, Lahore, &amp; Faisalabad). The average age remained [M (22.70+3.43)]. Two instruments were used; The Schutte Self Report Emotional Intelligence Test and Yockey Academic Procrastination Scale Short Form, while academic performance was calculated considering semester grade point average (SGPA). The results showed that emotional intelligence was significant positively correlated with academic performance. In mediation, Process Macro Hayes (2018) approach was used. The results showed that academic procrastination endured significant negative mediator in relationship of emotional intelligence and academic performance. The female youth were significantly higher in academic performance and emotional intelligence as compared to male youth, while male youth were significantly higher in academic procrastination. Emotional intelligence increases the academic performance and reduces academic procrastination among university students, while academic procrastination endured negative mediator between emotional intelligence and academic procrastination. Males have more prone towards academic procrastination and reported lower emotional intelligence and academic performance as compared to females. The limitations and future avenues were also discussed.