Emotional Intelligence, Eudaimonic and Hedonic Well-Being among Students

Abstract

Background: The relationship between emotional intelligence and wellbeing has been an emerging area of research for the last few decades. The study was planned to examine the relationship between emotional intelligence, eudaimonic, and hedonic well-being among university students. .

Methods: The sample consists of 300 college and university students with the participation of both the gender were selected from Islamabad and Rawalpindi. Data collection was completed with self-report measures. 

Results: For hypotheses testing Correlation, t-test, and ANOVA were computed. Results showed that there was a significant positive relationship between emotional intelligence, eudaimonic well-being, positive affect, and life satisfaction. Emotional intelligence and eudaimonic well-beingwere negatively associated with negative affect. In addition, age was significantly positively related to emotional intelligence and Eudaimonic well-being. Post hoc analysis revealed that high levels of emotional intelligence, eudaimonic well-being, positive affect, and life satisfaction were higher in the highly educated group as compared to the middle and low education groups. 

Implications: To enhance student’s educational competencies, social relationship, improvement in mental well-being and their emotional difficulties the findings provides insight for health practitioners, and teachers. This study provides grounds for other researches on cognitive and affective components. .

Conclusions: Appropriate interventions and training are needed to enhance the wellbeing and emotional intelligence of the students’. Psychological wellbeing and high adaptive skills are helpful in boosting and accelerating their academic performance.