12

Ann. psychophysiol. 
ISSN 2412-3188 (Online)|2410-1354 (Print) 

APP| Published By AEIRC| https://doi.org/10.29052/2412-3188.v10.i1.2023.XX-XX 

Original Article 

The Relationship of Emotional Intelligence 
and Life Satisfaction with Resilience in 
Students 
Shakir Ali, Saima Masoom Ali & Asbah Zia 
Department of Psychology, University of Karachi, Karachi-Pakistan 

Abstract 
Background: This paper aims to investigate the strength of the relationship 
between Emotional Intelligence and Life Satisfaction with Resilience among 
college students living in Turbat, Balochistan, Pakistan.  
Methodology: Inform consent was taken from the participants before using a 
purposive sampling technique. They were categorized into two groups: one 
hundred males (n = 100) and one hundred females (n = 100). The participants were 
selected from Government Boys Degree College, Government Girls Degree 
College of Turbat, and the University of Turbat, District Kech, Balochistan. After 
obtaining consent, the following questionnaires were administered: a 
Demographic Sheet, Self-Report Emotional Intelligence Test (SREIT), Satisfaction 
With Life Scale (SWLS), and Trait Resilience Checklist (TRC).  
Results: The results of this study verified that Emotional Intelligence and life 
satisfaction with resilience have a positive correlation. Finally, recommendations 
and limitations have been put forward according to the study results. 
Conclusion: Our study has demonstrated a strong positive relationship between 
Emotional Intelligence and Life Satisfaction with Resilience. The findings 
underscore the significance of emotional intelligence in promoting overall life 
satisfaction and resilience in this population. 

Keywords 
Emotional Intelligence, Life Satisfaction, Resilience. 

Citation: Ali S, Ali SM, Zia A. The 
Relationship of Emotional Intelligence and 
Life Satisfaction with Resilience in 
Students. APP. 2023; 10(1): 12-20 

Corresponding Author Email: 
saima.ali@uok.edu.pk 

DOI: 10.29052/2412-3188.v10.i1.2022.12-
20 

Received 16/03/2023 

Accepted 26/05/2023 

Published 01/06/2023 

Copyright © The Author(s). 2023. This is 
an open-access article distributed under 
the terms of the Creative Commons 
Attribution 4.0 International License, 
which permits unrestricted use, 
distribution, and reproduction in any 
medium, provided the original author and 
source are credited.  

Funding: The author(s) received no 
specific funding for this work. 

Conflicts of Interests: The authors have 
declared that no competing interests 
exist. 

https://doi.org/10.29052/2412-3188.v10.i1.2023.
about:blank
about:blank


13APP| Published By AEIRC| Volume 10 Issue 1 

Introduction 
Turbat is a far-flung and underprivileged 
region in southern Balochistan, Pakistan, 
where students face tremendous 
psychosocial, political, and economic 
problems, due to which students have been 
suffering on mental, emotional, and 
psychological levels. Furthermore, the 
current political and social unrest has 
created psychological stress among the 
students, as District Turbat is one of the most 
socially affected areas of Balochistan. Hence, 
the present study was to investigate how 
emotional intelligence and resilience have 
been supporting them to live satisfactory 
life1 explained that persons with higher 
emotional capacities are thought to have a 
more prominent ability to sense, utilize, 
comprehend, and administer feelings in the 
self as well as other people which encourage 
a more noteworthy feeling of subjective 
prosperity.  

The students are also deprived of basic 
facilities such as health, education, and 
economic opportunity. In the face of these 
problems, students are trying multiple ways 
to cope with the problems mentioned earlier 
to achieve their intended target. This 
research aims to measure the emotional 
intelligence and resilience of the students 
and to explore the satisfaction they derive 
from them, even against the odds. Salovey, 
Bedell, Detweiler, and Mayer (1999) guess 
that people with higher EI adapt better to the 
emotional requests of distressing 
experiences since they can precisely observe 
and assess their feelings, discern how and 
when to direct their emotions, and can viably 
direct their temperament conditions2. 

However, there has been no psychological 
research to investigate the Emotional 
Intelligence, Resilience, and Life Satisfaction 
of the students of Turbat. The present 
research may fill up the existing gap will 

contribute to the current knowledge and 
literature will additionally give imperative 
data about the subjective prosperity of 
students that may likewise be useful for 
educationists, clinicians, and guardians and 
for all those who want to deal with 
psychological problems of the students in 
the district in general and in the selected 
institutions, i.e., University Of Turbat and 
Atta Shad Government Degree College 
Turbat, Government Girls Degree College 
Turbat in particular. 

Emotional Intelligence 
The central question of this study was to 
explore how emotional capacity (emotional 
intelligence) and recovery capacity 
(resilience) can influence coping processes in 
university students. The process of feeling, 
understanding, controlling, and regulating 
emotion is known as emotional intelligence. 
Also, emotional intelligence is an aptitude to 
feel what is emoting within oneself and 
recognize how your sentiments impact 
persons around you. It is like a manner that 
incorporates your perspective of others: 
perceiving how they feel empowers you to 
comprehend and relate more feasibly.  

The essential issue of this arranged 
examination is to examine the part of 
Emotional Intelligence, resilience, and life 
satisfaction among the students. The 
previous literature suggested that emotional 
intelligence and resilience are significant to 
the self-care of an individual3. Emotional 
intelligence is a shade that spreads wide-run 
accumulation of a person's capacities and 
aptitudes. It deals with interpersonal and 
intrapersonal resilience and life satisfaction. 

Moreover, "Emotional Intelligence is an 
individual's ability to monitor his feelings 
and the emotions of others, discriminate 
those feelings and use this information to 
create positive outcomes in his relationships 
with others and himself4." It is considered 



14APP| Published By AEIRC| Volume 10 Issue 1 

versatility utilizing hardship as managing 
standard and expressed that mental 
flexibility is the aftereffect of commitment, 
system, and challenge. Resilience was 
additionally unique concerning the 
gathering's progression point of view. They 
distinguished four basic procedures: 
gathering's conviction framework, an 
example of association, specific 
correspondence process, and more extensive 
communication pattern5. Previous studies 
showed that emotional intelligence (EI) and 
resilience relate to how people react when 
faced with stress-inducing circumstances6. 

Resilience 
Resilience is imagined as a customary 
enchantment to comprehend administrative 
procedures related to advancing human 
competency7. The investigation has 
demonstrated that resilience is standard, not 
uncommon. Individuals usually show 
resilience8.  

Emotional intelligence and resilience 
Many researchers have conducted research 
on academic performance and its relation to 
EI and resilience9-12. Previous studies 
demonstrated that emotional intelligence 
(EI) and resilience are related to how people 
react when faced with stress-inducing 
circumstances6. 

Life satisfaction 
The fulfillment of different needs, demands, 
and urges an individual tries to find 
meaning from that entertainment is referred 
to as satisfaction13. Diener (1984) gathered 13 
cases, which looked at ladies' and men's 
opinions of life contentment and 
contentment. He supposed that clear 
distinction is not found in mean levels of 
prosperity scores of both sexes13. Wood, 
Rhodes & Whelan (1989) made a broad meta-
systematic audit of 93 investigations of 
prosperity and sexual orientation contrasts. 

They found that ladies revealed more 
prominent joy and life satisfaction than men. 
This distinction was clarified regarding their 
social context. Hence, this analysis is aimed 
to evaluate the relationship between 
Emotional Intelligence, Resilience, and Life 
Satisfaction among students of Turbat14. 

Emotional Intelligence and Gender 
Differences 
Since females tend to be more emotional and 
intimate in relationships as compared to 
males, their emotional intelligence ought to 
be higher than that of males. Society is 
responsible for this, which socializes the two 
genders differently, as has been found in 
many studies15,16. Moreover, higher 
emotional intelligence among girls can also 
be explained in terms of some of their 
personality characteristics. Similar findings 
reported that girls score higher with regard 
to empathy, social responsibilities, and 
interpersonal relationships than boys. More 
sensitivity was found towards their 
relationships with parents, friends, and 
siblings. All these traits help them to acquire 
more emotional intelligence as compared to 
boys. This study is only a stepping stone in 
the field of emotional intelligence. Findings 
of studies revealed that females have higher 
emotional intelligence than males15-17. 

The present research studied the relationship 
between emotional intelligence and life 
satisfaction with resilience in students. 

• There would be a positive relationship
between emotional intelligence and
resilience.

• There would be a positive relationship
between emotional intelligence and
satisfaction with life.

• There would be gender differences
among variables of emotional
intelligence, resilience, and satisfaction

with life.



15
APP

Published By AEIRC| Volume 10 Issue 1 

Methodology 
A correlational research design was 
executed to measure the relationship among 
the variables. This research design is 
administered to determine the strength of 
the relationship among variables. 

Sample Size 
The Sample size of the present study 
consisted of 100 participants from college 
and 100 from University. Among them, 100 
were male, and 100 were female (n=200). A 
convenient sampling Technique was used to 
collect the Data from the students of 
Government Boys Degree College and 
Government Girls Degree Colleges, 
University of Turbat, District Kech, 
Baluchistan. The current investigation 
depended on a survey research design. 

Research Instruments 
Informed Consent 
Consent was obtained from every 
participant. The consent form was to define 
the nature of the study and the need to do 
this study. It was to ensure the participants 
that the confidentiality of data would be 
maintained and that the provided 
information would be only used for current 
research purposes. Participants' right to 
withdraw and their right to get to know 
about research findings have been 
mentioned. The email address was 
mentioned through which participants can 
contact and get to know research results. 
Participants were asked to put their initials 
on the consent form if they were willing to 
participate in the study.  

Demographic Sheet 
For a better understanding of the statistical 
significance of the present study, the 
demographic sheet was used to obtain the 
demographic information: Age, Education, 
Gender, Socioeconomic status, and socio-
political situation.  

Emotional Intelligence 

The Schutte Self-Report Emotional 
Intelligence Test (SSEIT) is a method of 
measuring general Emotional Intelligence 
(EI), using four scales: emotion perception, 
utilizing emotions, managing self-relevant 
emotions, and managing others ' 
Others'emotions. The SSEIT includes 33-item 
self-report questions. The Cronbach alpha 
reliability of this scale is 0.8318. 

Trait Resilience Checklist (TRC) 

A trait Resilience Checklist will be utilized to 
gauge trait resilience. This checklist 
comprises eighteen items that will depict the 
respondents as they were, for the most part, 
in their past. The respondent will rate every 
statement on a 5-point scale (From strongly 
agree = 1 to strongly agree = 5). The 
Cronbach alpha reliability of this scale is 
0.7417. 

Satisfaction with Life Scale 

To evaluate life satisfaction in members, we 
controlled the satisfaction with a Life Scale 
(SWLS) comprising five things. Members are 
told to show the degree to which they 
approve or disapprove of every 
announcement utilizing a 5-point Likert sort 
scale. The Cronbach alpha reliability of this 
scale is 0.6119. 

Procedure 
The information was collected from 
Government Boys Degree College, 
Government Girls Degree College, and the 
University of Turbat. Permission was 
obtained from the concerned institution and 
students. Participants were told in regards to 
the nature, purpose, and significance of the 
study. The researcher had dealt with the 
quarries of participants before, amid, and 
after the completion of questionnaires. After 
getting the information, they were assured 
that the data given by them would be kept 
confidential and would just be utilized for 
research reasons. Finally, the researcher 

APP



16APP| Published By AEIRC| Volume 10 Issue 1 

thanked all the participants for their 
valuable contribution and commitment to 
the investigation. 

Proposed Analysis 
The SPSS 22.0 was used for statistical 
analysis. The parametric data were analyzed 
by using a t-test. The Pearson correlation 

coefficient was utilized to assess the 
relationship between variables. 

Result 
Table 1 shows the number and percentage of 

males and females with their ages and 

qualifications. 

Table 1: Summary of Demographic Variables of Students. 

Variables (n (%) 

Gender 
Male 50 (50) 

Female 50 (50) 

Age 
15-20 28 (28) 
21-25 72 (72) 

Qualification 

Secondary 20 (20) 
Graduation 20 (20) 

Master 60 (60) 

Total 100 

The average EIS of the males was recorded as 122.56 with a standard deviation of 13.796 as 

compared with the average EIS of Females as 125.80 with a standard deviation equal to 14.754, 

indicating that the females had a higher EI average than Males with a slightly higher variability. 

The trait resilience checklist computed for males and females gave means of 65.94 and 65.14 with 

standard deviations of 8.96 and 11.21, respectively, which indicated that males exhibited more 

trait resilience than females. An average of 21.16 with a standard deviation of 5.31 compared with 

the average of 23.06 with a standard deviation equal to 3.94 showed that females had more 

satisfaction with life than males (Table 2). 

Table 2: Average and standard deviation of Emotional Intelligence Scale (EIS), Trait 

Resilience Checklist (TRC), and Satisfaction With Life (SWLS). 

Variables 
Male (n=100) Female (n=100) 

Mean ± S. D Mean ± S. D 

Emotional Intelligence Scale 
122.56 ± 13.796 125.80 ± 14.754 

Trait Resilience Checklist 65.94 ± 8.961 65.14 ± 11.214 

Satisfaction With Life 21.16 ± 5.312 23.06 ± 3.935 

The pair-wise correlation analysis indicated significant positive associations, at a 5% level of 

significance, between EI and TRC and between EI and SWL, with magnitudes equal to 0.285 

and 0.295, respectively. However, the correlation between TRC and SWL showed an 

insignificant coefficient of 0.188, indicating no association between the two traits (Table 3). 



17APP| Published By AEIRC| Volume 10 Issue 1 

Table 3: Correlations between Emotional Intelligence, Resilience and Satisfaction with Life 

Variables EI TRC SWL 

1 2 3 

EI 1 0.285** 0.295** 

TRC 1 0.188 

SWL 1 
*N=200

**EI=Emotional Intelligence, TRC=Trait Resilience Checklist, SWL=Satisfaction with Life * = P < 0.05

Multiple regression analysis was run to check the impact of emotional intelligence and life 

satisfaction on resilience. Emotional intelligence, with a coefficient of 0.231 and a p-value of 

0.000, indicated a significant impact on resilience. In other words, when emotional intelligence 

increases by one unit, the resilience changes by 0.231. life satisfaction, too, gave a coefficient of 

0.463 with a p-value of 0.007, indicating that when life satisfaction increased by one unit, 

resilience would increase by 0.463 units. In summary, emotional intelligence and life satisfaction 

significantly increase resilience in both males and females (Table 4). 

Table 4: Regression analysis of the impact of emotional intelligence and life satisfaction on 

resilience. 

Model 

Unstandardized 
Coefficients 

Standardized 
Coefficients 

t Sig. 95% CI for B 

B Std. 
Error 

Beta Lower 
Bound 

Upper 
Bound 

Constant 27.492 8.506 3.232 .002 10.610 44.373 

Emotional 

Intelligence 
.231 .061 .347 3.766 .000 .109 .352 

Life 

Satisfaction 
.463 .168 .253 2.748 .007 .129 .797 

*Dependent Variable: Resilience

Discussion 
The purpose of the current study was to 
explore the relationship between Emotional 
Intelligence and Life Satisfaction with 
resilience among students of colleges and 
universities in Turbat, Balochistan. 

It was hypothesized that “Emotional 
intelligence, Resilience, and life satisfaction 
would be positively correlated.” The 
correlation coefficient of 0.285 with a p-value 
less than 0.01 between Emotional 
intelligence and resilience and the 
correlation coefficient of 0.295 with a p-value 
less than 0.01 between Emotional 

intelligence and life satisfaction 
demonstrated that a positive correlation 
existed between emotional intelligence, 
resilience, and satisfaction. People with 
Emotional Intelligence and Life Satisfaction 
are more resilient. However, the correlation 
coefficient of 0.188 with a p-value greater 
than 0.05 showed that persons with life 
satisfaction do not necessarily mean that 
they are resilient. This goes against the 
hypothesis presented by Andrew R. et al. 
(2016) that individuals with high Emotional 
Intelligence are more Resilient to negative 
situations in life20. Resilience is considered a 
personality trait that strengthens an 

http://www.sciencedirect.com/science/article/pii/S0191886911001462#!


18APP| Published By AEIRC| Volume 10 Issue 1 

individual to cope with any difficult 
condition of life without losing one’s 
tempo21. Existing research also guides that 
emotional intelligence is the genesis of 
resilience22. 

Life satisfaction, which reflects an 
individual's evaluation of his or her life as a 
whole, is one of the most examined variables 
that are associated with trait EI19. Individuals 
with higher emotional abilities are thought 
to possess a greater capacity to perceive, use, 
understand, and manage emotions in the self 
and others, which facilitates a greater sense 
of subjective well-being1. A substantial body 
of research provides evidence for the 
incremental validity of trait EI as a predictor 
of life satisfaction; most noteworthy are 
those that control for covariates such as 
demographic characteristics, the “Big-Five” 
personality, trait affectivity, or social 
support23-28. 

The second hypothesis was gender: "There 
would be significant gender difference in 
Emotional Intelligence, Resilience, and 
satisfaction with Life." it was argued that 
Gender Difference also influences emotional 
intelligence, resilience, and satisfaction with 
life. A t-statistic of 1.134 with a p-value of 
0.259 indicated that gender difference has no 
significant impact on the emotional 
intelligence of individuals. There is a study 
that men are more emotionally intelligent 
than women29. Further, a t-statistic value of -
0.394 with a p-value of 0.694 suggested that 
the gender difference did not have any 
statistically significant influence on 
resilience either. On the other hand, 
previously suggested that there is a 
relationship between resilience and gender30. 
This is inconsistent with the hypothesis that 
gender difference has an impact on resilience 
and emotional intelligence. However, the 
Gender Difference in Satisfaction with Life 
gave a t-statistic of 2.032 with a p-value of 

0.045, implying that males were more 
satisfied with their lives. 

It is indicated that female participants were 
sounder emotionally mature, resilient, and 
satisfied with their lives as compared to the 
male students, and the result is also found 
significant gender difference between men 
and women in all variables31,32. Moreover, 
emotional intelligence and resilience 
develop an emotional competence to deal 
with any unwanted situation and 
circumstances of life, as quoted by 
Bulathwatta A. et al. (2017)33. 
Our study has certain limitations as the 
sample size was selected through 
convenience sampling techniques, so the 
findings of the study related to the students 
of District Kech Turbat cannot be 
generalized to a broader population. This 
study is not representative of all the students 
of Balochistan but comprised of only those 
who were studying degree colleges and 
universities in Kech. The result of this 
research will be more significant if the data 
size is extended to the entire general 
population of Balochistan, including their 
socioeconomic level. Finally, further studies 
are required to confirm the findings of the 
present research. 

Conclusion 
In conclusion, this study conducted among 
college students in Turbat, Balochistan, 
Pakistan, has demonstrated a strong positive 
relationship between Emotional Intelligence 
and Life Satisfaction with Resilience. The 
findings underscore the significance of 
emotional intelligence in promoting overall 
life satisfaction and resilience in this specific 
population. These results offer valuable 
insights for educators and policymakers to 
enhance emotional intelligence training 
programs for college students in the region.   



19APP| Published By AEIRC| Volume 10 Issue 1 

Acknowledgment 
I am greatly indebted to my supervisor, Dr. 
Asghar Ali Shah, and Co-supervisor, Dr. 
Saima Masoom Ali and Manzoor Ahmed, for 
their contributions and valuable 
suggestions, and without their support, this 
work would not have been possible.  

References 
1. Mayer, J., & Salovey, P. (1997). What is

emotional intelligence? In P. Salovey & D.
Sluyter (Eds.), Emotional development and
emotional intelligence: Educational
implications (pp. 3–31). New York: Basic
Books.

2. Salovey, B. Bedell, J.B. Detweiler, J.D. Mayer.
(1999), Coping intelligently: Emotional
intelligence and the coping process. C.R.
Snyder (Ed.), Coping: The psychology of what
works, Oxford University Press, New York
.pp. 141–164

3. Brown, T. (2022). The Impact of Emotional
Intelligence and Resilience on Self-Care
among Licensed Mental Health Professionals
(Doctoral dissertation, Grand Canyon
University).

4. Goleman, D. (1995). Emotional intelligence:
why it can matter more than IQ. New York:
Bantam Books

5. Maddi, S., & Khoshaba, D. (2005). Resilience
at work: How to succeed No Matter What Life
Throws at You. New York: Amacon

6. Armstrong, A. R. Galligan, R. F. Critchley, C.
R. 2011. Emotional intelligence and
psychological resilience to negative life
events. Personality and Individual 
Differences, 51 (3), 331-336. 
https://doi.org/10.1016/j.paid.2011.03.025 

7. Masten, A. S. (2001). Ordinary magic:
Resilience processes in development.
American Psychologist, 56, 277-238.

8. Rutter, M. (2006). The promotion of resilience
in the face of adversity. In Families    Count
Effects on Child and Adolescent
Development. A. Clarke-Stewart & J. Dunn,
Eds.: 26–52. Cambridge University Press.
New York & Cambridge. In press.

9. Lam, L. T., & Kirby, S. L. (2002). Is Emotional
Intelligence an Advantage? An Exploration of
the Impact of Emotional and General

Intelligence on Individual Performance. The 
Journal of Social Psychology, 142(1), 133-143. 
https://doiorg.ezproxy.mytyndale.ca:2443/1
0.1080/0022454020960389.1 

10. Suleman, Q., Hussain, I., Syed, M. A.,
Parveen, R., Lodhi, I. S., & Mahmood, Z.
(2019). Association between emotional
intelligence and academic success among
undergraduates: A cross-sectional study in
KUST, Pakistan. PLoS ONE, 14(7), 1-22.
https://doiorg.ezproxy.mytyndale.ca:2443/1
0.1371/journal.pone.021946

11. Hwang, E., & Shin, S. (2018). Characteristics of
nursing students with high levels of academic
resilience: A cross-sectional study. Nurse
Education Today, 71, 54-59.
https://doi.org/10.1016/j.nedt.2018.09.011

12. Droppert, K., Downey, L., Lomas, J., Bunnett,
E. R., Simmons, N., Wheaton, A., Nield, C., &
Stough, C. (2019). Differentiating the
contributions of emotional intelligence and
resilience on adolescent male scholastic
performance. Personality and Individual
Differences, 145, 75-81.
https://doi.org/10.1016/j.paid.2019.03.023

13. Diener, E.(1984). Subjective well-being.
Psychological Bulletin, 95,542-575.

14. Walkins, Chris. (1994). Emotional Intelligence.
Retrieved on 16 August 2017 from
www.dirjounal.com/guide/emotionalintelli
gence.

15. Schutte N.S., Malouff J.M., Hall L.E.,
Haggerty D.J., Cooper J.T., Golden C.J.,
Dornheim L. (1998)  Development and
validation of a measure of emotional
intelligence. Personality and Individual
Differences 25, 167-177

16. Sifneos, Peter. (1973). Leadership with
Emotional Intelligence. Retrieved on 22
March 2017 from www.suite 101.com

17. Hiew, C., Mori, T. Shimizu, M. (2000).
Measurement of resilience development:
Preliminary results with a State-Trait
Resilience Inventory. Journal of Learning and
Curriculum Development 1(1), 111-117.
Japan: Hiroshima University.

18. Schutte N.S., Malouff J.M., Hall L.E.,
Haggerty D.J., Cooper J.T., Golden C.J.,
Dornheim L. (1998)  Development and
validation of a measure of emotional
intelligence. Personality and Individual
Differences 25, 167-177



20APP| Published By AEIRC| Volume 10 Issue 1 

19. Diener, E., & Diener, M. (1995). Cross-cultural
correlates of life satisfaction and self-esteem.
Journal of Personality and Social Psychology,
68, 653.

20. Andrei, F., Siegling, A. B., Aloe, A. M.,
Baldaro, B., & Petrides, K. (2016). The
incremental validity of the Trait Emotional
Intelligence Questionnaire (TEIQue): A
systematic review and meta-analysis. Journal
of Personality Assessment, 98(3), 261-276.

21. Hoge, E. A., Austin, E. D., and Pollack, M. H.
(2007). Resilience: research evidence and
conceptual considerations for posttraumatic
stress disorder. Depression. Anxiety 24, 139–
152. doi: 10.1002/da.20175.

22. Matthews, G., Zeidner, M., & Roberts, R. D.
(2002). Emotional intelligence: Science and
myth. Cambridge: MIT Press.

23. Extremera, N., & Fernández-Berrocal, P.
(2005). Perceived emotional intelligence and
life satisfaction: Predictive and incremental
validity using the Trait MetaMood Scale.
Personality and Individual Differences, 39,
937–948.

24. Gallagher, E. N., & Vella-Brodrick, D. A.
(2008). Social support and emotional
intelligence as predictors of subjective well-
being. Personality and Individual Differences,
44, 1551–1561.

25. Kong, F., & Zhao, J. (2012). Affective mediator
of the relationship between emotional
intelligence and life satisfaction in young
adults. Manuscript in preparation.

26. Kong, F., Zhao, J., & You, X. (2012). Social
support mediates the influence of emotional
intelligence on mental distress and life
satisfaction in Chinese young adults.

Personality and Individual Differences, 53, 
513–517. 

27. Palmer, B. R., Donaldson, C., & Stough, C.
(2002). Emotional intelligence and life
satisfaction. Personality and Individual
Differences, 33, 1091–1100.

28. Saklofske, D. H., Austin, E. J., & Minski, R. S.
(2003). Factor structure and validity of a trait
emotional intelligence measure. Personality
and Individual Differences, 34, 707–721.

29. Ahmad, S., Bangash, H., & Khan, S. A. (2009).
Emotional intelligence and gender
differences. Sarhad J. Agric, 25(1), 127-130.

30. Ijadi-Maghsoodi, R., Venegas-Murillo, A.,
Klomhaus, A., Aralis, H., Lee, K., Rahmanian
Koushkaki, S., ... & Kataoka, S. (2022). The role
of resilience and gender: Understanding the
relationship between risk for traumatic stress,
resilience, and academic outcomes among
minoritized youth. Psychological trauma:
theory, research, practice, and policy.

31. Herbert, J. & Stipek, D. (2005). The emergence
of gender differences in children’s
perceptions of their academic competence

32. Salovey, L.R. Stroud, A. Woolery, E.S. Epel
(2002) Perceived emotional intelligence, stress
reactivity, and symptom reports: Further
explorations using the trait meta-mood scale.
Psychology & Health, 17 (5), pp. 611–627

33. Bulathwatta, A. D. N., Witruk, E., & Reschke,
K. (2017). Effect of emotional intelligence and
resilience on trauma coping among university
students. Health Psychology Report, 5(1), 12-
19.

about:blank