Relationship Between Emotional Intelligence and Psychological Well-Being Among Distance Learning University Students in Nigeria

Abstract

This study examined the relationship between emotional intelligence (EI) and psychological well-being (PWB) among distance learning university students in Nigeria, with a focus on students of the International Open University (IOU). A cross-sectional, correlational research design was adopted, and a sample of 372 students, comprising 210 females and 162 males, with a mean age of 32.12 ± 8.71 years, was selected using a simple random probability technique. Data was collected using a structured online questionnaire, comprising the Wong and Law Emotional Intelligence Scale (WLEIS) and the Ryff Psychological Well-Being Scale (RPWBS), with reported Cronbach's Alpha values of .84 and .78, respectively. Descriptive and inferential statistical analyses were conducted using SPSS version 27. The findings revealed that both emotional intelligence and psychological well-being levels were significantly high among the participants. No statistically significant differences were observed in EI and PWB scores based on gender or educational level. However, a significant difference was found in PWB across age groups, with older students scoring higher. Correlational analysis revealed a weak but statistically significant positive relationship between EI and PWB (r = .17, p = .001). Additionally, emotional intelligence was found to be a significant predictor of psychological well-being, accounting for 2.8% of its variance. This study concludes that emotional intelligence plays a modest yet important role in enhancing psychological well-being among university students. It highlights the need for interventions that foster emotional competence to promote mental health and academic success. This study recommends that university administrators should invest in professional mental health support services and prioritise developing programs aimed at improving students well-bein