Exploring the Relation between Emotional Intelligence, Subjective Wellness, and Psychological Distress: A Case Study of University Students in Taiwan

Abstract

Given the importance of emotions in human life and the necessity of managing one’s emotions, this research project conducted an 18 week course on emotional management for a group of undergraduate students, investigated the differences in emotional intelligence (EI) levels before and after the course, and assessed EI’s effect on selected subjective wellness and psychological distress variables. The study indicated many significant results. Most importantly, the comparison of the pre-course and post-course EI scores indicated that the EI skills and competencies could be learned and enhanced through formal education. Additionally, there were also significant regression coefficients of pre-course and post-course EI scores on both subjective wellness and psychological distress variables. The significant results endorse that EI knowledge, skills, and competencies could indeed be enhanced through formal education. In particular, the understanding of EI could help the educationists and helping professionals in assessing people’s level of EI, designing relevant courses, and raising the impact of EI on both overall wellness and psychological distress.

Analysis of Students’ Emotional Patterns Based on an Educational Course on Emotions Management

“…The effect size ( [44], p. 247) was very large (η 2 = 0.63; Cohen's D = 0.79), indicating the usefulness of an academic course in raising the students' EI levels. As can be seen in Figure 1 [45], the course on emotional management caused a significant increase in most of the participants' EI levels, except for participants 21, 27, and 43.…”

“…Emotional intelligence (EI) is described as both knowledge of emotions and awareness of how they function in oneself and others. As a combination of dynamic skills and competencies, current research trends and academic applications suggest that EI can be learned and enhanced through education and training [45,46]. As the results of pairedsample t-tests suggested, attending a well-designed and structured emotional management course made a significant difference in the levels of students' EI levels.…”

Estimation of typological delineation of emotional-dynamic pattern in practically healthy ukrainian women without and taking into account somatotype

“…A higher level of subjective control in the field of interpersonal relationships indicates that a person considers himself able to control his formal and informal relationships with other people, to evoke respect and sympathy. The lower indicator, on the contrary, indicates that the subject cannot actively form their circle of communication and tends to consider their interpersonal relationships the result of the activity of partners [6,13,22]. The indicator of the level of subjective control in the field of interpersonal relations according to Rotter is significantly (p<0.05-0.01) higher in women of intermediate somatotype (6.588±1.372) sten compared with women without taking into account somatotype and women mesomorphs and ectomorphs (5.633±1.542; 5.188±1.378; 5.286±1.821) sten.…”

Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education: teacher professional‐related factors as control variables

“…Emotional intelligence has been associated with diverse outcomes such as interpersonal facilitation and job dedication (Cichy, Kim and Cha, 2009); career success (Jain, Jain and Rastogi, 2020); organisational commitment and job performance (Gunu and Oladepo, 2014); subjective wellness (Edara, 2021) and quality of life (Addae and Ofosuhene-Mensah, 2021). Within the teacher education context, there has been increasing interest on the impact EI will have on teachers' effectiveness and well-being.…”