The Relationship between Emotional Intelligence and Psychological Distress among Undergraduate Students in Addis Ababa University
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Date
2024-10
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Addis Ababa University
Abstract
This study aimed to investigate the relationship between emotional intelligence (EI) and psychological distress among undergraduate students at Addis Ababa University, considering the roles of socio-demographic factors, social support, and coping mechanisms. Using a stratified random sampling technique, data were collected from 385 students (198 male and 187 female) through self-report questionnaires, Using the Wong and Law Emotional Intelligence Scale (WLEIS), the Depression Anxiety and Stress Scale (DASS-21), and the Multidimensional Scale of Perceived Social Support (MSPSS). The data were analyzed using descriptive and inferential statistics through the Statistical Package for the Social Sciences (SPSS) software. The results indicated that the mean emotional intelligence score was 3.99 (SD = 0.50), reflecting a moderate level of EI, and the average psychological distress score was 1.49 (SD = 0.26), suggesting moderate levels of distress. There were no statistically significant differences in EI based on socio-demographic characteristics such as age, gender, year level, residence, or socio-economic status. Pearson Correlation analysis showed a weak and non-significant relationship between emotional intelligence and psychological distress (r = -0.03). Multiple linear regression analysis further confirmed that emotional intelligence and social support were not significant predictors of psychological distress. In contrast, coping mechanisms emerged as the strongest predictor of reduced psychological), accounting for 19.7% of the variance in psychological distress). The study also found that positive and negative coping strategies were interdependent, indicating that students often employ a combination of adaptive and maladaptive coping methods. Mediation analysis showed that coping did not mediate the relationship between emotional intelligence and psychological distress, highlighting the independent role of coping in reducing distress. The findings emphasize the need for mental health interventions to prioritize the development of effective coping skills to better support students’ psychological well-being.
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Psychological Distress among Undergraduate Students