Exploring The Relationship Between Emotional Intelligence And Academic Stress Among Students At A Small, Private College
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Keywords
Stress, Emotional Intelligence, Attrition, College
Abstract
This research explored the relationship between total-trait emotional intelligence and academic stress among college students at a small, private college. Student total-trait emotional intelligence (TTEI) and university stress scores were significantly correlated. Measures of TTEI and USS are useful for student intervention to impact issues such as attrition. To increase retention, small private colleges benefit significantly from knowing students’ level of academic stress and emotional intelligence. Identifying specific factors and mitigating the adverse effects of these factors allows small colleges the opportunity to provide additional services for students.
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Chad Stevens, Keystone College, USA
Dr. Stevens has over 25 years of academic and professional experience. He teaches management/administration, organizational behavior, research methods, and marketing courses. His research focuses on variables including emotional intelligence, cognitive/affective behavior, stress and coping, turnover, leadership styles, and awareness/preparedness in business/professional settings. His research led to the creation of a research variable; personal-career turnover (PCT). E-mail: chad.stevens@keystone.edu
Elizabeth Schneider, Keystone College, USA
Attorney Elizabeth Schneider has over 30 years of private practice as a business lawyer in Pennsylvania. She is currently a full-time faculty member at Keystone College and continues to maintain a small private business practice. She teaches Business Law, Business Ethics, Business Capstone, Conflict Management, Sports Law, and Employment Law. She also has an MBA with a concentration in conflict management. Her research interests lie primarily with litigation avoidance and effective conflict management and resolution in business and education. Attorney Schneider teaches both undergraduate and graduate students in traditional face to face and online classes. E-mail: elizabeth.schneider@keystone.edu
Patricia Bederman-Miller, Keystone College, USA
Dr. Bederman-Miller has over 40 years of teaching experience in high school and college. Most of her career was spent at the college level, teaching various mathematics courses, from basic math skills through Statistics and Research. Her research includes topics such as math anxiety, student grade perception, global citizenship, exploration of healthy eating of college students, and Supplemental Instruction (SI). Some of her current research involves faculty evaluations and online versus face-to-face statistics classes. Dr. Miller was the recipient of the 2005 Margaretta Belin Chamberlin Chair for Distinguished Faculty Service at Keystone College. E-mail: pat.miller@keystone.edu
Karen Arcangelo, Keystone College, USA
Dr. Karen Arcangelo holds an MS and Ph.D. in School Psychology from Syracuse University. She is a certified school psychologist and currently teaches undergraduate and graduate courses in psychology, education and special education. Her interests include the development of self-regulation skills, online pedagogy, family engagement and autism spectrum disorder. She has presented at various workshops, trainings and state conferences regarding these topics. E-mail: karen.arcangelo@keystone.edu