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Abstract

The relationship between academic success, stress management, interpersonal interactions, and emotional intelligence (EI) in college students is examined in this study. Using a straightforward random sampling approach, 100 undergraduate and graduate students, ages 20 to 32, from various universities were selected for this cross-sectional quantitative study. The Wong and Law Emotional Intelligence Scale (WLEIS), the Perceived Stress Scale (PSS-10), and the Interpersonal Difficulty Scale (IDS) are a few of the standardized instruments applied. Emotional intelligence (EI) and academic achievement were found to be negatively connected, but EI and felt stress were found to be strongly positively connected. The emotional intelligence (EI) scores of female students were higher, particularly in the areas of empathy and emotional regulation. According to the study's findings, social and emotional development cannot be fostered without emotional intelligence (EI).