Introduction
Studying at a university is, for young people, a significant stage of their personal, academic, and social development. This period brings students many challenges—from demands for meeting academic outcomes, through shaping and building interpersonal relationships, to finding one’s own identity and life direction. The efforts to meet these demands are often accompanied by stress, uncertainty, and pressure to achieve success, which can adversely affect their personal well-being and mental health. In this context, increasingly more attention is paid to emotional intelligence, which is a key function in managing emotions, stress, adaptation to new situations, and maintaining emotional balance. The ability to know and regulate one’s own emotions, and likewise the ability to understand the emotions of others, contributes to creating and maintaining better relationships, achieving more effective communication, and increasing personal well-being.
Emotional intelligence in the academic environment
A high level of emotional intelligence is particularly important during life periods of change, which are characterized by stress, high tension, high demands for adaptation, and so on. A major life change for young people is the transition from high school to academic life. Moving into university life may be stressful for students and can greatly influence their emotional well-being. The primary sources of stress are primarily high academic expectations and new social relationships. These stressors can affect the ability to adapt and can also influence coping strategies during this demanding period. Therefore, emotional intelligence represents a key personality characteristic in the ability to regulate both emotions and interpersonal relationships, thereby increasing academic success and increasing levels of personal well-being (Miezah, Opoku, Fenu, et. al., 2025). Results from current research in today’s academic environment confirm that positive mental health and well-being of students are the foundation of academic success (Duffy, et. al., 2020). The relationship between EI and personal well-being among young adults has been gaining significant attention in sociological research. For example, Ndayiragije (2021) identified a strong positive correlation between EI and mental well-being, highlighting EI as a key predictor of mental health. These results suggest that individuals with higher EI are more skillful in handling stress and using effective coping strategies, which is crucial for maintaining mental health (Nogaj, 2020). In this direction, the relation between emotional intelligence and personal well-being is shown in that emotionally intelligent individuals develop effective coping strategies and positive social interactions. Nag et al. (2023) report that students with high EI tend to adopt and use adaptive coping mechanisms associated with reduced stress and depression. The same authors further state that through high EI, individuals are oriented toward seeking social support and effectively expressing their emotions. This adaptive behavior creates positive feedback, where high EI leads to improved personal well-being, which then strengthens the individual’s emotional competencies (Lee, Sim, 2021).
The academic environment requires students to maintain maximum concentration so that they can absorb large amounts of information many times and respond to it effectively. Psychological and emotional stress can negatively affect students’ academic performance and thereby negatively determine their personal life as well (Demetriou et al., 2020). A combination of personal-life problems and unmanaged demands of academic life could also lead to worsening physical and mental health in students (ten Have, et al., 2023). In connection with these findings, EI was identified as a significant predictor of psychological resilience, which emphasizes its key role in maintaining mental health during difficult situations (Ibrahim et al., 2022; Shuo et al., 2022). Emotional intelligence therefore influences not only students’ academic performance and professional success, but also affects many aspects of their personal and social life (Getahun Abera, 2023). It contributes to improving interpersonal relationships because it influences students’ prosocial behavior. Students with high EI are more empathetic and better understand and manage their own emotions and the emotions of others, which leads to increased prosocial actions and reduced aggressive behavior (Kaltwasser, 2016). EI is a highly important personality trait for effective functioning in contemporary society.
Emotional intelligence also helps individuals apply themselves on the labor market, which also influences personal well-being in a positive direction. Many organizations, universities, companies, and so on seek candidates who, in addition to academic and technical knowledge, also have soft skills such as effective communication, teamwork, effective problem solving, adaptability, leadership, critical thinking, and high emotional intelligence, among others. These skills are a key predictor of success in any sphere and are highly valued in today’s society and labor market (Chen et al., 2024; Mwita et al., 2023), because they not only improve social, mental, and personal well-being, but also provide the skills needed to handle conflict situations and make correct decisions in everyday life (Garcia Morales, 2022). There are specific fields in which a high level of emotional intelligence is indispensable. These are primarily helping professions, especially those requiring interpersonal and social intelligence, such as nursing, medicine, psychology, public relations, and so on. Research findings on emotional intelligence in healthcare indicate that EI is essential for delivering effective patient care and for healthcare workers’ team collaboration in achieving healthcare organization goals. For effective leadership and teamwork in healthcare, EI requires the ability to know and recognize one’s own emotions, the emotions of others, and likewise the ability to use and regulate emotions (Miezah, et. al., 2025).
Research methodology
The implemented survey had a descriptive, cross-sectional, and quantitative character. It was aimed at identifying and assessing the level of emotional intelligence and personal well-being among students in higher education.
Purpose of the study
The purpose of this study is to determine the level of emotional intelligence and personal well-being of university students and to point to the importance of developing emotional competencies for psychological resilience and life satisfaction in young people.
Research sample and data collection
The research sample consisted of 82 students studying at universities with an average age of 22,7 years. The majority of respondents (76%) were female. The main inclusion criteria for the study were age over 18 years, study in a healthcare field at university, and willingness to participate. A total of 107 students filled in the questionnaires, and 25 students studying a non-healthcare field were excluded from the study. The study was carried out from December 2024 to April 2025. Questionnaires were delivered to respondents in person, as well as via email addresses on online platforms.
Standardized measurement tools (WLEIS, IOP-PWI) were used in the study. To assess the emotional intelligence (EI) of students in higher education we used the WLEIS scale (Wong and Law, 2002), which was designed to measure emotional intelligence. The scale consists of 16 items, through which emotional intelligence is assessed at 4 levels: evaluating one’s own emotions, evaluating others’ emotions, using emotions, and regulating emotions. Respondents answered on a 7-point Likert scale from 1 to 7 (1 – strongly disagree, 2 – disagree, 3 – slightly disagree, 4 – neither agree nor disagree, 5 – slightly agree, 6 – agree, 7 – strongly agree). Higher scores represented higher EI.
To assess the personal well-being of students in higher education, we used the Personal Well-being Index (IOP) questionnaire (International Wellbeing Group, 2013), which evaluates the cognitive aspect of personal well-being, i.e. satisfaction with selected areas of life. It consists of one standalone item assessing satisfaction with life as a whole and seven additional items assessing satisfaction with life standard, health, achieving goals, relationships, safety, community, and certainty for the future. Respondents answer on an 11-point Likert scale from 0 to 10. The first item (the zero item is evaluated separately). The total IOP score is obtained as the average of the sum of 7 or 8 items (depending on whether IOP is a 7-item or 8-item version). The score can be converted to a 0–100% maximal scale (SM). IOP is a valid and reliable tool.
Mathematical-statistical processing
The data we collected were processed and statistically analyzed using the PSPP 25 statistical program and in EXCEL. For descriptive reporting, we used frequency descriptive statistical methods (N – absolute number and percentages – %), mean values (M – arithmetic mean), standard deviation (SD), and minimum and maximum values.
Results
Assessment of the level of emotional intelligence of university students
In the study, the average value of self-assessment of the ability to identify one’s own emotions was 5,28 (±0,96), with scores ranging from 1 to 7. This result suggests that students are able to reflect on their emotional experiences, understand their own feelings, and can verbalize them adequately, including differentiating positive and negative states. In assessing the ability to perceive other people’s emotions, the average value was 5,49 (±0,88), indicating a relatively high level of empathetic understanding. Students can recognize emotional expressions in peers or friends, especially in challenging life situations, and can respond supportively and with understanding. In the area of using emotions, an average value of 4,92 (±0,93) was found, which suggests that respondents see themselves as people capable of effectively applying their emotional experiences in the context of behavior and decision-making. They are able to respond appropriately to various situations and choose suitable behavioral strategies. When assessing emotional regulation ability, the average value was 4,49 (±1,26), indicating that students can to some extent control their emotional reactions and approach problematic situations with reflection.
Data collection was carried out through the standardized WLEIS questionnaire (Wong and Law Emotional Intelligence Scale), which allows for comprehensive assessment of individual dimensions of emotional intelligence.
Tab. 1 – Assessment of the level of emotional intelligence
Assessment of the level of personal well-being among university students
The level of personal well-being in the study was assessed using the standardized IOP questionnaire. The first item of the questionnaire—Life satisfaction as a whole—was analyzed separately. Respondents achieved a mean score of 7,34 (±1,80) on a scale from 0 to 10, indicating a predominantly positive evaluation of their own life among health-related field students who took part in the research. After converting the score to a percentage scale, this result represents a satisfaction level of about 73,4%, indicating that most respondents perceive their life as satisfactory. This finding may be interpreted as an indicator of relatively high subjective well-being in the studied population.
Table 2 – Life satisfaction as a whole
The average values of seven supplementary IOP items, which focus on satisfaction with selected life aspects, are presented in Table 3. Students achieved the highest scores in personal safety, where the mean value was 7,98 (±1,84) on a scale from 0 to 10, which after conversion corresponds to a satisfaction level of 79,8%. Relatively high scores were also recorded for life standard, with an average value of 7,76 (±1,95), representing 77,6% satisfaction. These findings suggest that university students show a positive evaluation of several aspects of their lives. Other items of the questionnaire also reached favorable mean values, indicating overall satisfaction of respondents with various dimensions of personal well-being.
The lowest score was recorded in the area of certainty for the future, where the average value was 6,63 (±2,23), corresponding to 66,3% after conversion. This result may indicate some degree of uncertainty or concerns related to the future development of students’ life situations.
Table 3 – Assessment of personal well-being of students with selected aspects of their lives
The overall mean score of the Personal Well-being Index, calculated as the total value of seven items (domains) of the IOP questionnaire, reached 75,33 points, corresponding to 75,33% of the maximum possible score on a scale from 0 to 100 (see Table 4). This result indicates a relatively high level of subjective well-being in the students who participated in the research.
Tab. 4 Overall average score of the Personal Well-being Index
Discussion
The findings of our study confirm that university students show a relatively high level of emotional intelligence, especially in the areas of self-assessment of emotions and perception of others’ emotions. These findings correspond with research by Zhoc et al. (2020), where students achieved the highest EI scores precisely in the domain of self-perception of emotions, while results were lower in the area of perceiving others’ emotions. Similarly, Kaliska, Pašková, and Salbot (2020) in their cross-cultural study confirmed that trait emotional intelligence (EI) has a significant relationship with life satisfaction. Their study showed that the “well-being” factor of trait EI was a strong predictor of overall life satisfaction among students in Slovakia and in Ukraine. Salbot and Kaliska (2019) also pointed to the complementarity of emotional and social intelligence in university students. Correlation analysis in their study confirmed moderate to strong relationships between trait EI and dimensions of social intelligence, while regression analysis showed that social intelligence can predict up to 40% of the variability of emotional intelligence.
In the area of subjective well-being, our findings indicate that students evaluate their lives predominantly positively. The average score for life satisfaction as a whole reached 73,4%, while the overall Personal Well-being Index was 75,33%. These findings are consistent with Ištvániková’s study (2006), which identified a significant relationship between goals, desires, and students’ subjective well-being. Her study confirmed that cognitive and emotional components of well-being are closely linked to students’ personal ambitions and life plans. Valuable findings also come from Mičková’s study (2017), which examined the relationship between psychological well-being and coping strategies. Results showed that adaptive coping strategies for dealing with burden were positively correlated with higher levels of psychological well-being, while maladaptive strategies were negatively associated with it. These findings support the claim by Tian, Chen, and Huebner (2014) that subjective well-being is a key predictor of quality of life, behavior, and students’ academic performance. In the context of our study, it can be concluded that emotional intelligence and subjective well-being are interconnected constructs that play a key role in students’ personal and academic development.
Conclusion
Emotional intelligence is a significant determinant of personal well-being in university students. The results of our study, along with several theoretical and empirical studies (Zhoc et al., 2020; Kaliska, Pašková, Salbot, 2020; Salbot, Kaliska, 2019), confirm that students with higher emotional intelligence show greater psychological resilience, better handle stressful and challenging situations, and are able to build high-quality interpersonal relationships. The achievement of life satisfaction, optimism, and a sense of life meaningfulness is significantly supported by the ability to identify, understand, and regulate one’s own emotions, as well as the ability to recognize and empathetically respond to the emotional experiences of others. These competencies are crucial not only for individual well-being but also for effective functioning in social and academic contexts. Research studies (e.g. Tian, Chen, Huebner, 2014; Mičková, 2017) also indicate that students’ subjective well-being is closely linked to their academic performance, behavior, and overall quality of life. In this context, the development of students’ emotional competencies is necessary. Therefore, in the interest of higher education institutions, systematic support for the development of emotional intelligence through educational courses, trainings, workshops, and counseling activities should be provided. Such interventions can contribute to better coping with academic demands, balanced personality development of students, and the maintenance of their mental equilibrium in a demanding university environment.
Author: PhDr. Valéria Parová, PhD. Univerzita Pavla Jozefa Šafárika Lekárska fakulta, Ústav ošetrovateľstva
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