Emotional Intelligence as A Predictor of Educational Adjustment: A Study among Second Year Undergraduate Students

Abstract

Emotional intelligence (EI) plays a significant role in determining students’ academic success and adjustment in educational settings. The present study aimed to examine the difference in educational adjustment between high and low emotional intelligence groups and to investigate the predictive role of emotional intelligence dimensions on educational adjustment among second-year undergraduate students in Odisha, India. The study adopted a quantitative ex post facto research design using a survey method. A total of 500 second-year undergraduate students (250 males and 250 females) from Arts, Science, and Commerce streams were chosen through stratified random sampling. Data were collected with the help of the Sevenfold Emotional Intelligence Scale (SEIS) and the Adjustment Inventory for College Students (AICS). The collected data were analyzed using descriptive statistics, an independent sample t-test, and stepwise multiple regression analysis with SPSS. The results revealed a significant difference in educational adjustment between high and low emotional intelligence groups, with higher EI students showing better adjustment. Further, regression analysis indicated that emotional intelligence dimensions significantly predict educational adjustment, with self-awareness, empathy, self-regulation, and interpersonal relationships emerging as significant predictors hierarchically. Among these, interpersonal relationship was found to be the strongest predictor. The study concludes that emotional intelligence is an important factor in enhancing educational adjustment among undergraduate students.