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.