Bridging Heart and Mind: Exploring Emotional Intelligence among Undergraduates in the Age of Artificial Intelligence
DOI:
https://doi.org/10.21834/e-bpj.v9i29.6009Keywords:
Emotional Intelligence, Resilience, Undergraduates, Artificial IntelligenceAbstract
In today's dynamic educational landscape, integrating Artificial Intelligence (AI) technology presents opportunities and challenges for educators, especially undergraduates. Emotional Intelligence (EI) is crucial in the AI age, impacting resilience (RI). However, the relationship between RI and EI among undergraduates is under explored. This study investigates this relationship among Chinese undergraduates, examining EI's significance amidst AI integration. Surveying 420 undergraduates from X University, China, using 2 questionnaires and PLS-SEM analysis, the study reveals high EI levels, particularly in emotional regulation, and a positive relationship between RI and EI. Findings stress the importance of socio-emotional skills in navigating AI-driven education.
References
Adams, N., Little, T. D., & Ryan, R. M. (2017). Self-determination theory. In Development of Self-Determination Through the Life-Course (pp. 47–54). Springer. DOI: https://doi.org/10.1007/978-94-024-1042-6_4
Allan, J. F., McKenna, J., & Dominey, S. (2014). Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees. British Journal of Guidance & Counselling, 42(1), 9–25. DOI: https://doi.org/10.1080/03069885.2013.793784
Bar-On, R. (2006). The Bar-On Model of Emotional-Social Intelligence. https://www.researchgate.net/publication/6509274.
Chen, L., & Lee, J. H. (2023). Changes in Academic Procrastination over Time: A Four-Year Longitudinal Study of Undergraduate Students. Journal of Applied Psychology, 128(1), 56–70.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–152. https://doi.org/10.2753/MTP1069-6679190202. DOI: https://doi.org/10.2753/MTP1069-6679190202
Khatoon, A., Afzal, A., Kiran, K., & Ijaz, B. (2020). Effects of Emotional intelligence on Students Academic Performance. Journal La Edusci, 1(2), 13–18. DOI: https://doi.org/10.37899/journallaedusci.v1i2.91
Masten, A., & Barnes, A. (2018). Resilience in Children: Developmental Perspectives. Children, 5(7), 98. https://doi.org/10.3390/children5070098. DOI: https://doi.org/10.3390/children5070098
Masten, A. S. (2018). Resilience Theory and Research on Children and Families: Past, Present, and Promise. In Journal of Family Theory and Review (Vol. 10, Issue 1, pp. 12–31). Wiley-Blackwell. https://doi.org/10.1111/jftr.12255. DOI: https://doi.org/10.1111/jftr.12255
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional Intelligence: Theory, Findings, and Implications Work-Life Strategies. In Psychological Inquiry Copyright ?) (Vol. 15, Issue 3). Lawrence Erlbaum Associates, Inc. DOI: https://doi.org/10.1207/s15327965pli1503_02
Ngui, G. K., & Lay, Y. F. (2020). The effect of emotional intelligence, self-efficacy, subjective well-being and resilience on student teachers’ perceived practicum stress: A Malaysian case study. European Journal of Educational Research, 9(1), 277–291. https://doi.org/10.12973/eu-jer.9.1.277. DOI: https://doi.org/10.12973/eu-jer.9.1.277
Nguyen, N. N. , N. T. P. , & T. Y. (2023). Relationship between emotional intelligence and resilience among university students during crisis. Policy Futures in Education, 21(4), 486–502. DOI: https://doi.org/10.1177/14782103221139620
Petrides, K. V, Furnham, A., & Mavroveli, S. (2007). Trait emotional intelligence: Moving forward in the field of EI. Emotional Intelligence: Knowns and Unknowns, 4, 151–166. DOI: https://doi.org/10.1093/acprof:oso/9780195181890.003.0006
Popenici, S. A., & Kerr, S. (2017). Reconceptualising academic development as a profession: Toward a new framework for professional identity. International Journal for Academic Development, 22(1), 4-15.
Pisnar, M., Vicente B. de M. Cordeiro, J., & Phadke, S. (2022). International Comparative Analysis of the Schutte Self-Report Emotional Intelligence Scale. International Journal of Business and Management, 17(8), 13. DOI: https://doi.org/10.5539/ijbm.v17n8p13
Sarrionandia, A., Ramos-Díaz, E., & Fernández-Lasarte, O. (2018). Resilience as a mediator of emotional intelligence and perceived stress: A cross-country study. Frontiers in Psychology, 9(DEC). https://doi.org/10.3389/fpsyg.2018.02653. DOI: https://doi.org/10.3389/fpsyg.2018.02653
Slåtten, T., Lien, G., Evenstad, S. B. N., & Onshus, T. (2021). Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement. International Journal of Quality and Service Sciences. DOI: https://doi.org/10.1108/IJQSS-03-2020-0045
Trigueros, R., Padilla, A. M., Aguilar-Parra, J. M., Rocamora, P., Morales-Gázquez, M. J., & López-Liria, R. (2020). The influence of emotional intelligence on resilience, test anxiety, academic stress and the mediterranean diet. A study with university students. International Journal of Environmental Research and Public Health, 17(6). https://doi.org/10.3390/ijerph17062071. DOI: https://doi.org/10.3390/ijerph17062071
Zeng Yanxia. (2017). Effect of emotional intelligence group training on emotional management ability of higher vocational nursing students And autonomous learning ability. Journal of Qiqihar University of Medicine.
Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817–830. https://doi.org/10.1007/s10459-018-9832-3. DOI: https://doi.org/10.1007/s10459-018-9832-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Wei Guo, Xiran Zhao, Phaik Gaik Lee, Liang Ke

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.