


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 7, No. 1, 2024 

www.scholink.org/ojs/index.php/grhe 

1 

 

Original Paper 

Emotional Intelligence: Linkage between Some Variables in 

Terms of University Students 

Usakli, Hakan
1
 

1
 Education Faculty, Sinop University, Turkey 

 

Received: January 29, 2024    Accepted: February 20, 2024   Online Published: February 22, 2024 

doi:10.22158/grhe.v7n1p1                URL:http://dx.doi.org/10.22158/grhe.v7n1p1 

 

Abstract 

Why some youths introverted while some extroverts? Why some guys sad when get A and the others 

happy when C+? Why some teenagers date a different opposite sex in every weak while others date 

same partner from secondary school to graduation from university? Answers to these questions are 

seems to be hidden in emotional intelligence. 356 university students answered Bar-On E.I. (1997) 133 

items questioner with indicating gander, program, class drama course taken. Female students seem to 

be more emotional intelligent than their male counter parts. Freshman, sophomores’ classes have more 

E.I. point than junior, and seniors. Social science program’ students are more emotional intelligent 

that science students. And the last one student who took drama course are seems to be more 

emotionally intelligent. These findings are parallel with other many research findings. These 

predictable results bring us to the question of what we can do for university students with insufficient 

emotional intelligence. Cultural excursions, student clubs, theater and drama activities are ready 

suggestions. However, further research should focus on whether these activities are in fact sufficient to 

develop emotional intelligence. Future studies should be conduct on experimental studies that explore 

effectiveness of emotional intelligence programs. 

Keywords 

Emotional Intelligence, University Students, Promoting Emotional Intelligence 

 

 

 

 

 

 

 



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1. Introduction 

1.1 Intelligence in General 

The first quarter of the twenty-first century is called the information age and the space age. In parallel 

with the crowding world population, science is working at full speed in the service of humanity as 

diminishing natural resources become difficult to meet increasing human needs. Robots with artificial 

intelligence, vehicles that travel faster than sound, genetically modified foodstuffs that increase in 

quantity are products of human intelligence. It is not easy to draw the boundaries of human intelligence. 

Developing and changing science and technology change the way of human life and differentiate 

mental structures. Intelligence is a phenomenon that takes place in the learning process. An individual 

must be at a certain cognitive and intelligence level in order to benefit from the opportunities provided 

in education and to learn. Intelligence enables people to adapt to the environment. An intelligent person 

is a person who can use his/her knowledge, skills and power effectively. Therefore, intelligent people 

know how to adapt to whatever conditions they are in. For thousands of years, human beings have been 

able to adapt to natural disasters and wild environments in nature and have been able to direct nature in 

line with their own needs. In this case, it can be said that there is a close relationship between learning 

and intelligence. People who are not sufficiently developed cognitively and who have not reached a 

certain level of intelligence cannot benefit appropriately from education. Likewise, individuals with an 

intelligence above the teaching objectives cannot benefit from those teaching processes to the extent of 

their level. Learning environments and activities that take into account the cognitive latent powers of 

all average, mentally deficient or gifted children provide high-level learning. 

The smartest person is the one who can learn the most and the fastest. Intelligence means the ability to 

think, to perceive facts, to reason, to judge and draw conclusions, the power of understanding, 

sharpness of mind, understanding, purity, purity, purity of state, and righteousness. As a dictionary 

definition, intelligence is defined as all of the human abilities of thinking, reasoning, perceiving 

objective facts, judging and drawing conclusions, understanding, intelligence, wisdom and discernment 

(Dil Dernegi, 2005, p. 2138). In the Turkish dictionary prepared by the Turkish Language Institution, 

intelligence as a term of psychology, again as in other sources, means all of human thinking, reasoning, 

perceiving objective facts and drawing conclusions, understanding, wisdom, sagacity, astuteness, 

discernment, penetration (TDK, 2005, 22280). 

In relation to the term intelligence, the intelligence quotient is defined as the value indicating the level 

of a person’s mental power. Mental retardation, on the other hand, is a state of continuous slowing 

down, stagnation and regression in the functioning of the mind due to various reasons. Intelligence tests 

are tests that are not designed to measure a person’s natural abilities or personality developed through 

general experiences. In this case, the age of intelligence is defined as the value of the score obtained 

from an intelligence test compared to the average of that intelligence test. People who have the ability 

to understand and comprehend, who comprehend quickly and easily are known as intelligent. In other 



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words, intelligence is a complex ability of the human brain. It is a combination of abilities resulting 

from the harmonious functioning of many abilities of the mind. It includes some functions of the mind 

such as perception, memory, thinking, reasoning and learning. In this case, intelligence includes the 

mind’s ability to learn, to use what is learned, and to find new solutions to new situations. An 

intelligent person can find solutions to new situations by utilizing what he/she has learned. This enables 

them to draw conclusions by establishing a relationship between objects, numbers, ideas and situations. 

Intelligence is a broad concept that includes almost all functions of the mind (Yörükoğlu, 2000, p. 105). 

1.2 What Is Emotional Intelligence? 

Emotional intelligence is the ability to recognize, understand, and manage one’s own emotions, as well 

as recognize, understand, and influence the emotions of others. It encompasses a range of skills, 

including empathy, self-awareness, self-regulation, and social skills. 

Emotional Intelligence The term emotional intelligence was first used in 1990 by psychologists Peter 

Salovey and John Mayer. It was used to describe the emotional qualities that seem to be important for 

success. These qualities include: - Empathy - Emotional expression and expression - Temperament 

control - Independence - Adaptability - Likeability - Interpersonal problem solving - Persistence - 

Compassion - Kindness - Respect (Shapiro, 1999, p. 16).  

The concept of emotional intelligence is related to emotions and refers to being effective in 

understanding one’s own and others’ emotions. The ability to understand emotions such as anger, 

sadness, fear, pleasure, love, surprise, disgust, shame and similar emotions in oneself and others is 

within the scope of emotional intelligence. There are five skills that must be possessed within the 

concept of emotional intelligence. The first is self-knowledge and self-cognition, which is the ability to 

recognize an emotion as it occurs. The second is being able to manage emotions. The third is to be able 

to mobilize oneself. The fourth is to understand the emotions of others. Finally, the fifth is the ability to 

manage relationships. People with emotional ability, who are able to recognize and manage their own 

emotions, read the emotions of others and deal with them effectively, have an advantage in their ability 

to grasp the nonverbal rules that determine success in all areas of life, both in romantic intimate 

relationships and in organizational political relations. Intelligence, as measured by IQ (Intelligence 

Quotient), is no longer a constant determinant of people’s success in school and work. Children with 

high IQs may be less successful than their peers with average IQs. Emotional intelligence (EQ) is 

defined as an intelligence that includes traits such as self-consciousness, perseverance, restraint of 

impulses, and the ability to share the feelings of others. According to research findings, lack of 

emotional intelligence can have very bad consequences in many areas from family life to professional 

success, from social relations to health. Emotional intelligence is not an inborn trait. Due to the 

structure of the human brain, emotional lessons learned in childhood determine behavior throughout 

life (Goleman, 2003, pp. 61-62). 

 



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1.3 The Relevance of Emotional Intelligence for University Students 

University students often face a myriad of challenges as they navigate their academic and personal 

lives. Developing emotional intelligence can significantly impact their overall well-being and success. 

When students are emotionally intelligent, they can effectively manage stress, build strong 

relationships, and make sound decisions. 

1.4 The Impact of Emotional Intelligence on Academic Performance 

Studies have shown that emotional intelligence is positively correlated with academic achievement. 

Students with higher emotional intelligence tend to be more motivated, focused, and resilient in the 

face of challenges. They are better equipped to handle the pressures of university life and can adapt 

more effectively to new environments and demands. 

1.5 Enhancing Emotional Intelligence in University Students 

Universities can play a crucial role in fostering emotional intelligence among their students. By 

integrating emotional intelligence training into their curriculum and providing support services focused 

on mental and emotional well-being, universities can empower students to develop the skills they need 

to thrive academically and personally. 

1.6 Promoting Emotional Intelligence through Supportive Environments 

Creating a supportive and inclusive campus environment can also contribute to the development of 

emotional intelligence. When students feel valued, respected, and understood, they are more likely to 

develop strong emotional intelligence skills. Encouraging open communication, empathy, and 

collaboration can further enhance students’ emotional intelligence. 

1.7 Understanding the Emotional Intelligence of University Students 

There is conceptual models of leadership and emotional intelligence and demonstrates an important 

link between the two. Further robust studies are required for ongoing evaluation of the different models 

of emotional intelligence and their link with effective leadership behaviour in the healthcare field 

internationally. This is of particular significance for professional undergraduate education to promote 

ongoing compassionate, safe and high-quality standards of care (Carragher et al., 2016). 

Emotional intelligence has been a subject of interest in various studies related to university students. 

Research has shown that emotional intelligence is significantly associated with academic performance 

(Chew et al., 2013; Saklofske et al., 2012; Orak et al., 2016; Oyewunmi et al., 2015; “Correlation 

between Emotional Intelligence and Academic Results Self-Evaluated by Students of Vietnam National 

University Ho Chi Minh City’s Students”, Nguyen Van & Nguyen Dong, 2023; Meher et al., 2021; Ali, 

2020). For instance, a study by Saklofske et al. (2012) found that emotional intelligence, along with 

personality and coping style, was associated with academic success among undergraduate students 

(Saklofske et al., 2012). Similarly, research by Orak et al. (2016) investigated the effect of emotional 

intelligence education on baccalaureate nursing students and found a positive impact on their emotional 

intelligence scores (Orak et al., 2016).  



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Kant (2019) indicate that there is emotional intelligence difference between students in terms of 

departments. In the study (Oyewunmi et al., 2016) results show a correlation between emotional 

intelligence and academic performance; affirming that emotional intelligence predicts academic 

performance. There is a significant statistical impact of the emotional intelligence on self-esteem 

(Hammad, 2017). University students have good levels of emotional agility, resilience and emotional 

intelligence Shoeib (2022). Counseling communication has positive affect on students’ emotional 

intelligence and social network (Gabriel et al., 2021). The findings indicate that emotional intelligence 

is a strong adaptive factor capable of compensating for the negative influence of challenging changes in 

life circumstances. Implications for further research and applied practice of psychological aid for young 

adults in their transition from educational to working environments are considered and discussed 

(Бороховский & Обухова, 2021). Di Fabio and Kenny (2012) examined the relationship between 

Emotional Intelligence (EI) and styles of decision making upon Italian high school students. The 

findings suggest that both mixed model and ability-based models are related to decision-making style, 

but that ability-based EI does not predict decision-making style beyond the effects of the mixed model. 

This study reveals how varied dimensions of EI, especially self-assessment of one’s emotional skills 

and personal qualities, are related to decision-making style. Khatoon et al. (2020) investigate the 

significant relationship between Emotional Intelligence and Academic Performance. This investigate 

was done employing a quantitative strategy additionally an essential information was collected from 

understudies. In other to be in line with the quantitative approach chosen for this proposition, the 

medium through which information will be collected from respondent. Only empathy and 

self-motivation has stronger influence (as in seen in the mean figures, correlation, and regression 

analysis) on the academic performance of the students of economic department. It is found that while 

self-awareness, emotional management and interpersonal skill have a weak influence (as seen only in 

the mean and correlation figures) on the academic performance of students. 

Bilbi et al. (2016) indicate that there exists positive relationship between self-esteem and emotional 

intelligence among Pakistani university students and it was found that females are more emotionally 

intelligent as compared to males but there does not exist any statistically significant gender difference 

in self-esteem among university students. Tekerek and Tekerek (2017) showed that there is no 

significant difference in students’ emotional intelligence scores in terms of age and gender. 

Ebinagbome, and Nizam (2016) investigated the impact of emotional intelligence on student’s 

academic performance. Their study demonstrates that there is strong relation between academic 

performance and emotional intelligence. Same results show a positive significant correlation between 

emotional intelligence and academic achievement among the students. Further the students belonging 

to the central board schools have a higher level of emotional intelligence compared to students in state 

board but did not differ with students in matriculation board schools at the higher secondary level. 

Similarly, students belonging to central board schools are found to perform better in academics 



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compared to students in state and matriculation board schools at the higher secondary level 

(Chamundeswari, 2013). In an experimental finding of this study provided sharing of the importance of 

the implementation of emotional intelligence among university students to form positive behaviours in 

political aspects (Saravati Johar et al., 2018). 

Other findings of the study revealed that the highest mean of nursing students was for social-emotional 

management, while the lowest mean was for emotional awareness. Also, there was a significant 

statistical difference between the perception of nursing students’ emotional intelligence and their 

educational level. In conclusion, enhancing emotional intelligence skills among nursing students is 

essential for their academic performance as well as their profession (Mohamed Hassan Hamouda & 

Abdullah Helmi Al Nagshabandi, 2018). According to Çelik (2020), it can be said that emotional 

intelligence levels of individuals who serve voluntarily in organizations for disabled people, like 

Special Olympics, were higher. 

Furthermore, a study by Abbas et al. (2018) explored the moderating role of gender inequality and age 

among emotional intelligence, homesickness, and mood swings in university students, indicating the 

relevance of emotional intelligence in addressing emotional challenges faced by students (Abbas et al., 

2018). Moreover, emotional intelligence has been linked to various aspects of students’ lives, such as 

career adaptability (Coetzee & Harry, 2014; Çizel, 2018), environmental awareness (Sharma, 2014), 

and emotional maturity (Coetzee & Harry, 2014). Conceptualized emotional intelligence as an ability 

like cognitive intelligence, highlighting its significance in predicting employees’ career adaptability 

(Coetzee & Harry, 2014). Furthermore, the development of emotional intelligence has been explored in 

the context of educational interventions and training programs. For instance, a study by Groves et al. 

(2008) examined the deliberate development of emotional intelligence through an intensive training 

program, indicating the potential for enhancing emotional intelligence among business students 

(Groves et al., 2008). In conclusion, the literature suggests that emotional intelligence plays a crucial 

role in the academic performance, emotional well-being, and overall development of university 

students. It is evident that emotional intelligence is a multifaceted construct that influences various 

aspects of students’ lives, and efforts to enhance emotional intelligence through targeted interventions 

have the potential to yield positive outcomes for students. 

 

 

 

 

 

 

 

 



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2. Materials and Methods  

2.1 Research Model 

An independent samples t-test assesses whether the means of two groups are statistically different from 

each other. To properly conduct such a t-test, the following conditions should be met: 

(1) The dependent variable should be continuous. 

(2) The independent variable should consist of mutually exclusive groups (i.e., be categorical). 

(3) All observations should be independent, which means that there should not be any linkage between 

observations (i.e., there should be no direct influence from one value within one group over other 

values in this same group). 

(4) There should not be many significant outliers (this applies the more the smaller the sample is). 

(5) The dependent variable should be more or less normally distributed. 

(6) The variances between groups should be similar. 

It displays the significance or alpha level of the independent samples t-test. Assuming that we take the 

0.05 benchmark, we cannot reject the null hypothesis with 95% certainty. Hence, we can conclude that 

there is no statistically significant difference between the two groups (Stockemer, 2019, p. 107). 

In this study, which aims to determine the emotional intelligence levels of university students in terms 

of various variables, the survey model was used. The sample of this study consisted of 356 students 

who were randomly selected. Data Collection Tool In the study, the Likert-type “Bar-On EQ-i 

Emotional Intelligence Scale” developed by Bar-On (1997) was used. 

The Bar-On Emotional Quotient Inventory (EQ-i, Bar-On, 1997) contains 133 brief items, and uses a 

five-point response set ranging from not true of me (1) to true of me (5). The EQ-i is based on the 

theory of emotional and social intelligence described by Bar-On and is suitable for individuals aged 16 

years and older. The assessment includes four validity scales, a total EQ score, five composite scale 

scores, and 15 subscale scores. A score greater than 100 on any scale reflects enhanced levels of social 

and emotional competency. Bar-On reported internal consistencies of α=.69-.86. Dawda and Hart 

(2000) reported high internal consistency on all scales in a male student sample (Cronbach α r=.74-.93). 

The manual describes that a participant’s inventory is invalid if: (a) the scores on the positive or 

negative impression scale exceed two standard deviations above mean scores, (b) the score on the 

inconsistency index is greater than 12, (c) the number of missing items is greater than 6%, or (d) the 

answer to question 133 (I responded openly and honestly to the above sentences) is 1 (very seldom or 

not true of me) or 2 (seldom true of me) (Stanimirovic & Hanrahan, 2012, p. 44). 

The inventory had good structural properties. The correlations among the EQ composite scales as well 

as the pattern of convergent and discriminant validities suggested that the EQ-i taps a fairly broad range 

of related emotional constructs. One potential concern was that the Interpersonal scale had relatively 

small correlations with the other EQ composite scales, as well as a markedly deferent pattern of 

convergent and discriminant validities. With minor exceptions, the EQ-i scales show a remarkably 



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similar pattern of validity results for men and women, which provides preliminary evidence for a lack 

of gender bias (Dawda & Hart, 2000, p. 809). 

Here is the loading of items on factors in the original “1-5-15” hierarchical factor structured proposed 

by Bar-On (1997) in the EQi manual: 

 

Table 1. Factors of Bar-On Emotional Intelligence Inventory  

Factor

s 
Intrapersonal Interpersonal 

Stress 

Manageme

nt 

Adaptability 
General 

Mood 

Scales SR 
ES

A 
A SA IN IR 

SRe

s 
E IC ST PS RT F H O 

Items 11 7 22 6 3 10 16 18 13 4 1 8 14 2 11 

 24 9 37 21 19 23 30 44 27 20 15 35 28 17 20 

 40 23 67 36 32 31 46 55 42 33 29 38 43 31 26 

 56 35 82 51 48 39 61 61 58 49 45 53 59 47 54 

 70 52 96 66 92 55 72 72 73 64 60 68 74 62 80 

 85 63 
11

1 
81 

10

7 
62 76 98 86 78 75 83 87 77 106 

 
10

0 
88 

12

6 
95 

12

1 
69 90 

11

9 
102 93 89 88 103 91 108 

 
11

4 
116  

11

0 
 84 98 

12

4 
117 108 

11

8 
97 131 

10

5 
132 

 
12

9 
  

12

5 
 99 104  130 122  112  

12

0 
 

      
11

3 
119     127    

      
12

8 
         

 

Depiction of EQ-i.: SR (self-regard); ESA (emotional self-awareness); A (assertiveness); SA 

(self-actualization); IN (independence)/IR (interpersonal relationship); SRes (social responsibility); E 

(empathy)/IC (impulse control); ST (stress tolerance)/PS (problem solving); RT (realty testing); F 

(flexibility)/H (happiness); O (optimism).  

EQi items load on the factors and many items have cross-loadings (S. D. Hart, Personal 

Communication, January 13, 2024). 

 



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The Turkish linguistic equivalence, reliability and validity study of this test was conducted by 

Mumcuoğlu (2002).  

Alpha values of emotional intelligence scale is as fallows; ,92 Personal Abilities ,89 Interpersonal 

Abilities ,77 Agreeableness ,81 Coping with Stress ,81 General Mood ,82. This show the scale is highly 

reliable. High alpha reliability coefficients give an idea that the scale is valid in terms of internal 

consistency (Tekin Bender, 2006, p. 154). 

In entering the data related to the “Bar-On EQ-i Emotional Intelligence Scale” into the computer, for 

each of the 47 positively arranged items in the scale, 1 point was given for strongly disagree, 2 points 

for disagree, 3 points for undecided, 4 points for agree and 5 points for strongly agree; For the 

remaining 40 negative items (3, 6, 9, 11, 12, 13, 16, 17, 21, 22, 24, 29, 35, 36, 37, 38, 39, 41, 44, 47, 50, 

51, 51, 56, 58, 59, 60, 64, 65, 66, 67, 70, 71, 73, 77, 79, 80, 82, 83, 85, 86), the opposite scoring is 

required.  

 

3. Result 

 

Table 2. Demographic Features of Sample  

 Gender Program Class Drama 

Female 239 x x x 

Male 117 x x x 

Social x 226 x x 

Science x 130 x x 

Freshman & sophomore 

Junior & senior 

x 

x 

x 

x 

120 

236 

x 

Drama x x x 176 

No drama x x x 180 

 

Table 2 demonstrates demographic data of the sample according to gender, program class and 

participation of drama. Totally 356 university students enrolled in the study.  

 

Table 3. T-Test Results of Emotional Intelligence Scale Scores According to Gender 

Gender N    S df t p 

Female 239 4.33 50.37 354 7.47 .001 

Male 117 3.93 42.42    

 

 

 



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Table 3 indicates that emotional intelligence of university students shows a significant difference 

according to gender [t(354)=7.47, p<.01]. Emotional intelligence scores of female students (  =4.33) are 

higher than male students (  =3.93). This finding can be interpreted as a significant relationship 

between emotional intelligence and gender. 

 

Tabele 4. T-Test Results of Emotional Intelligence Scale Scores According to Program 

Program N    S df t p 

Social 226 4.38 52.46 354 9.96 .001 

Science 130 3.88 29.97    

 

According to Table 4 emotional intelligence of university students shows a significant difference 

according to program [t(354)=9.96, p<.01]. Emotional intelligence scores of social students (  =4.38) are 

higher than science students (  =3.88). This finding can be interpreted as a significant relationship 

between emotional intelligence and program. 

 

Table 5. T-Test Results of Emotional Intelligence Scale Scores According to Class 

Class N    S df t p 

Freshman & 

sophomore 
120 4.39 49.56 354 5.12 .001 

Junior & 

senior 
236 4.11 49.85    

 

Table 5 illustrates emotional intelligence of university students shows a significant difference 

according to class [t(354)=5.12, p<.01]. Emotional intelligence scores of lower-class students   =4.39) 

are like upper-class students (  =3.93). This finding can be interpreted as a significant relationship 

between emotional intelligence and class. 

 

Table 6. T-Test Results of Emotional Intelligence Scale Scores According to Drama Course 

Taken 

Course N    S df t p 

Drama taken 176 4.51 41.95 354 13.91 .001 

Drama 

untaken 
180 3.90 40.96    

 

 

 



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In Table 6 emotional intelligence of university students shows a significant difference according to 

drama course [t(354)=13.91, p<.01]. Emotional intelligence scores of female students (  =4.51) are 

higher than male students (  =3.90). This finding can be interpreted as a significant relationship 

between emotional intelligence and drama course that taken by university students. 

 

4. Conclusion 

In conclusion, the emotional intelligence of university students plays a significant role in their overall 

success and well-being. By nurturing emotional intelligence skills, universities can empower students 

to navigate the complexities of university life with resilience and confidence, ultimately setting them 

up for success in their academic and professional pursuits. 

Emotional intelligence refers to the ability to recognize, understand, and manage our own emotions, as 

well as the ability to recognize, understand, and influence the emotions of others. It plays a crucial role 

in various aspects of life, including academic success, relationships, and overall well-being. 

University students, like any other individuals, can vary in their level of emotional intelligence. 

However, research suggests that university students often face unique challenges that can impact their 

emotional intelligence. These challenges include academic pressure, social interactions, and the 

transition to a new environment. 

Here are some key points regarding the emotional intelligence of university students: 

1) Self-awareness: University students who possess high emotional intelligence are generally more 

self-aware. They have a better understanding of their own emotions, strengths, and weaknesses. This 

self-awareness allows them to effectively manage their emotions and make better decisions. 

2) Relationship management: Emotional intelligence helps university students in building and 

maintaining healthy relationships. Students with high emotional intelligence are better at understanding 

and empathizing with others, resolving conflicts, and effectively communicating their needs and 

emotions. 

3) Stress management: University life can be stressful, with academic demands, deadlines, and social 

pressures. Emotional intelligence helps students in managing stress and coping with challenges 

effectively. It enables them to regulate their emotions, stay focused, and seek support when needed. 

4) Academic performance: Emotional intelligence has been found to positively correlate with academic 

performance. Students with higher emotional intelligence are better able to manage their time, set 

realistic goals, and stay motivated. They are also more resilient in the face of setbacks and failures. 

5) Mental health and well-being: Emotional intelligence is closely linked to mental health and overall 

well-being. University students with higher emotional intelligence are more likely to experience lower 

levels of stress, anxiety, and depression. They are better equipped to handle the ups and downs of 

university life and maintain a positive outlook. 

 



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It is important to note that emotional intelligence is not fixed and can be developed and improved over 

time. Universities can play a role in promoting emotional intelligence among students through various 

initiatives, such as counseling services, emotional intelligence workshops, and creating a supportive 

and inclusive campus environment. 

The studies suggest that the status of the emotional intelligence construct is limited by measurement 

properties of its tests. Measures based on consensual scoring exhibited low reliability. Self-report 

measures had salient loadings on well-established personality factors, indicating a lack of divergent 

validity. These data provide controvertible evidence for the existence of a separate Emotion Perception 

factor that (perhaps) represents the ability to monitor another individual's emotions. This factor is 

narrower than that postulated within current models of emotional intelligence (Davies et al., 1998). 

Emotional intelligence has a very important role in human life compared to other areas of intelligence. 

It has been revealed by many studies that it is highly related to variables such as gender, age and 

program. The results of this study are in parallel with other studies. However, some studies have 

emphasized that participating in drama trainings is also important in terms of emotional intelligence 

(Uşaklı, 20011; Usakli, 2012; Usakli, 2021).  

However, in addition to studies aimed at revealing the relationship between emotional intelligence and 

other variables in survey studies, experimental studies are also needed. First of all, emotional 

intelligence training programs should be prepared. Research should be conducted on which variables 

these programs are effective for young people. It is recommended to conduct research on how 

emotional intelligence training programs are effective on important variables such as addiction, 

loneliness, stress, social isolation in the future. 

 

Reference 

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Ali, A. (2020). Emotional intelligence and academic achievement of University Students. Pakistan 

Journal of Education, 36(3). https://doi.org/10.30971/pje.v36i3.687 

Bar-On, R. (1997). In Bar-On Emotional Quotient Inventory: Technical manual. Toronto, ON: 

Multi-Health Systems. 

Bibi, S., Saqlain, S., & Mussawar, B. (2016). Relationship between Emotional Intelligence and Self 

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