Emotional Intelligence and Perception of Stress among Undergraduate University Students

Talip, Nur Khairunisa Abu; Budull, Cyndra Robert; Majeed, Hasmiza Abdul; Ahing, Theresa; Sabturani, Noreriani; Talip, Muhamad Syukrie Abu

doi:10.6007/ijarbss/v9-i9/6380

Cited by 3 publications

(6 citation statements)

References 17 publications

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“…With the existence of this emotional intelligence, it helps to deal with stress. This finding was similar to the previous study by Talip et al (2019), which revealed a significant positive relationship between EI and stress among university students, which showed that although the students can be open and control feelings in oneself still, they are suffering from a high level of stress because of they do not have confidence in their EI ability. It is clearly stated that even though you can control your emotions, it is not possible you can have a high-stress level.…”

Section: Discussionsupporting

confidence: 91%

“…The Perceived Stress Scale (PSS) was used to determine the subjects' perceived stress (Asturias et al, 2021).PSS (r=.90) were using a 5-point Likert scale that ranges from 0 to 4 (0 = never; 1 = almost never; 2 = sometimes; 3 = fairly often; 4 = very often) (Talip et al, 2019). It divides the results into three categories, which are as follows: A score of '0 to 13' indicates low perceived stress, '14 to 26' indicates moderate perceived stress, and '27 to 40' indicates high perceived stress (Asturias et al, 2021).This scale contains six items with negative remarks and four with positive remarks that assess an individual's perception of life as stressful.…”

Section: The Perceived Stress Scale (Pss)mentioning

confidence: 99%

“…Emotionally expanded persons, that is, those who correctly manage their feelings and know how to clarify and relate to the emotions of others, benefit from an advantageous situation in all domains of life (Fernández et al, 2020). Many tasks such as training, education, leadership and guidance of others, mental health and well-being, and personal life can be impacted by an individual's EI (Talip et al, 2019). It involves verbal and non-verbal assessment, expression of emotions, and the use of emotions in solving problems (Mayer et al, 2008as cited in Fiori et al, 2019.…”

Section: Introductionmentioning

confidence: 99%

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Age Differences in the Connection between Emotional Intelligence and Stress among Pahang's Young Jump Ropers

Aziz¹,

Razak²,

Kassim³

et al. 2023

IJARBSS

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Introduction: It has been acknowledged that emotional intelligence and stress are essential parts of sports performance. Emotional intelligence is the ability to process dynamic information accurately and efficiently. Meanwhile, stress is a physiological and psychological response to an environmental demand after individuals perceive that they cannot adequately cope with the current market. Objective: The goal of this research was to recognize the relationship between emotional intelligence and stress among adolescent jump ropes in Pahang based on age differences. Methods: Ninety-five Pahang's jump ropers (N=95);(1.64±.482yrs; 159.82±27.85cm; 55.57±9.305kg) were selected to participate in this study. The study employed a survey design that involved the Assessing Emotions Scale (Schutte et al., 1998) and The Perceived Stress Scale (PSS; Cohen et al., 1983). Findings: The result showed a significant positive relationship between EI and stress among adolescent jump ropes in Pahang. Besides, The Mann Whitney U test of ages 13 to 15 revealed a higher scored in emotional intelligence as compared to 16-17 years old jump ropes. Again, another Mann-Whitney score for stress results indicated that the 13 to 15 years old group experienced low stress compared to 16 to 17 years old. In conclusion, 13 to 15 years old can control their emotions and cognitive ability in handling and coping with stressful situations. Conclusion: Although their age has increased into adolescence, they are still unable to manage their stress effectively due to several factors such as school performance, relationships, and others.

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Section: Discussionsupporting

confidence: 91%

Section: The Perceived Stress Scale (Pss)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Age Differences in the Connection between Emotional Intelligence and Stress among Pahang's Young Jump Ropers

Aziz¹,

Razak²,

Kassim³

et al. 2023

IJARBSS

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“…Perceiving emotions is considered a basic aspect of emotional intelligence and encompasses the ability to identify emotions in others' faces, voices, and behavior. The perceived ability to adequately recognize emotions in oneself and others leads to reduced burnout (Koppe et al, 2019;Talip et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

The Mediating Role of Cognitive Flexibility on the Relationship Between Emotional Intelligence and Academic Self-Regulated Learning of Senior High School Students

Florivic,

Apostol

2024

EJES

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The purpose of this study was to determine the mediating role of cognitive flexibility in the relationship between emotional intelligence and academic self-regulated learning. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 267 respondents of the study who are learners among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of cognitive flexibility, emotional intelligence, and academic self-regulated learning. Also, results revealed that there is a significant relationship between emotional intelligence and academic self-regulated learning, a significant relationship between emotional intelligence and cognitive flexibility, and a significant relationship between cognitive flexibility and academic self-regulated learning. Further, it was revealed that there is a partial mediating effect of cognitive flexibility on the relationship between emotional intelligence and academic self-regulated learning. Article visualizations:<img src="/-counters-/lit/0758/a.php" alt="Hit counter" />

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“…A study on 460 university student found that there was a positive relation between emotional intelligence and stress management. Findings from research concluded that emotional intelligence was also an important factor in stress management for individuals, either personally or in a work load environment (Khairunisa et al, 2019).…”

Section: The Importance Of Self-control and Managing Actionmentioning

confidence: 99%

Emotional Intelligence in Headmaster’s Leadership: The Importance of Self and Emotional Control in Managing Action

Ahmad Jamli,

Syed Salim,

Hai

2023

IJARBSS

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The purpose of this article is to present data from a study that on emotional intelligence and self-control amongst 746 headmasters as respondents. This research was conducted to explore the importance and level of emotional intelligence amongst primary school headmasters across Malaysia. Different reviews based on mixed local and global literature was also discussed. Recent development had highlighted the need for emotional intelligence in leadership. However, existing literature has limited information on the level of emotional intelligence amongst headmasters in primary schools. Therefore, this paper aimed to highlight the importance of self-control and emotional control, especially in school leadership.

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Emotional Intelligence and Perception of Stress among Undergraduate University Students

Cited by 3 publications

References 17 publications

Age Differences in the Connection between Emotional Intelligence and Stress among Pahang's Young Jump Ropers

Age Differences in the Connection between Emotional Intelligence and Stress among Pahang's Young Jump Ropers

The Mediating Role of Cognitive Flexibility on the Relationship Between Emotional Intelligence and Academic Self-Regulated Learning of Senior High School Students

Emotional Intelligence in Headmaster’s Leadership: The Importance of Self and Emotional Control in Managing Action

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