Ullah Muhammad Shariat, Akhter Sharmeen, Aziz Muhammad Abdul, Islam Muhaiminul
Department of Organization Strategy and Leadership, Faculty of Business Studies, University of Dhaka, Dhaka, Bangladesh.
Front Psychol. 2023 Sep 5;14:1218636. doi: 10.3389/fpsyg.2023.1218636. eCollection 2023.
This study examines the relationship between emotional intelligence (EI) and academic stress among tertiary-level students who continued academic activities remotely during the pandemic and the mediating role of social support (SS) in the relationship.
Using a cross-sectional survey design, 429 students studying business, engineering, social science, and science in Bangladesh provided data via Qualtrics. Using the Structural Equation Modeling in SmartPLS 4 (4.0.8.9), we modeled emotional intelligence as the reflective-formative and social support (support from family, friends, and significant other) and perceived academic stress as the reflective-reflective, second-order constructs. We also conducted a one-way between-groups analysis of variance (ANOVA) to investigate the impact of gender (male and female) and current stage of academic study (Undergraduate year one to four and post-graduation) on emotional intelligence and academic stress, respectively.
Results show that all the hypothesized relationships are statistically significant: EI is negatively related to perceived academic stress, and SS significantly mediates the relationship between EI and academic stress. Hence, essential strategies are suggested to help students for managing academic stress.
本研究探讨了在疫情期间继续远程开展学术活动的大学生的情商（EI）与学业压力之间的关系，以及社会支持（SS）在该关系中的中介作用。
采用横断面调查设计，孟加拉国429名学习商业、工程、社会科学和科学的学生通过Qualtrics提供数据。使用SmartPLS 4（4.0.8.9）中的结构方程模型，我们将情商建模为反映性-构成性，将社会支持（来自家庭、朋友和重要他人的支持）和感知到的学业压力建模为反映性-反映性二阶构念。我们还进行了单因素组间方差分析（ANOVA），以分别研究性别（男性和女性）和当前学业阶段（本科一年级至四年级和研究生阶段）对情商和学业压力的影响。
结果表明，所有假设关系均具有统计学意义：情商与感知到的学业压力呈负相关，社会支持显著中介了情商与学业压力之间的关系。因此，建议采取必要策略帮助学生应对学业压力。
