Relationship between emotional intelligence and self-efficacy among college students: the mediating role of coping styles

Abstract

Numerous studies have shown that college students have a lot of bad emotions due to their special status. Bad emotions cause many conflicts in college students’ lives and studies, resulting in a decrease in the quality of life and studies. However, few studies have examined the influence of the ability of self-regulation of emotions on the ability of college students to deal with daily life events. To explore the specific effects of emotional intelligence of college students’ self-control and social interactions on self-efficacy in terms of their ability to cope with stress, we explored the link between emotional intelligence and self-efficacy and the mediating role of coping styles on both. In this study, we recruited 800 Chinese university students for a questionnaire survey using a random sampling method. We only obtained a valid sample of 717 (M = 18.88, SD = 1.61). Each participant completed a series of questionnaires, including the Sentiment Scale, Self-Efficacy Scale, and Coping Style Scale. Afterwards, data analysis was conducted using SPSS 20.0 and AMOS 22.0 to develop structural equation models. The results showed that emotional intelligence not only directly affects self-efficacy, but also indirectly affects self-efficacy through coping styles. The results of the study indicate that college students who assess their self-efficacy based on their emotional state and who are able to manage their emotions will experience more positive feelings psychologically and behaviorally, and thus achieve higher self-efficacy in activities such as classes, internships, and employment interactions.

The relationships between strengths-based teaching practices and students’ general, strengths, and academic self-efficacy

“…Furthermore, the results of our study are consistent with the findings of Singh et al [38] and Guo et al [17] that students' academic outcomes are influenced by positive interactions in the classroom. Moreover, in line with the results of our study, Sun and Lyu [43] pointed out that students with higher self-efficacy tend to exhibit stronger academic performance and experience fewer negative emotions.…”

The Implementation of Inter- Agency Task Force Guidelines in School Settings and Its Effect to Students’ Learning at Davao Central College

“…While the implemented guidelines may have a positive impact on students' overall socio-emotional wellbeing, addressing the specific aspects related to academic performance enhancement may require additional targeted interventions and support systems. Research supports the notion that a healthy socio-emotional environment positively influences students' academic engagement and achievement [29,30]. This finding emphasizes the need for schools to implement comprehensive approaches that address both socio-emotional well-being and academic success.…”

Bullying victimization and non-suicidal self-injury in adolescents: parental phubbing and perceived school climate as moderators

“…A study of school climate and adolescent problem behavior shows that a positive school climate reduces adolescent problem behaviors [63]. Speci cally, a positive school climate gives adolescents a greater sense of belonging and reduces emotional problems such as depression and anxiety [49,50,62], which can effectively reduce the occurrence of self-injurious behavior among adolescents [7,18]. In contrast, if adolescents fail to integrate into the campus environment and lack the corresponding social connection, they will have a series of negative emotions such as loneliness and helplessness, and then they will easily have the idea of hurting themselves [16].…”