The level of emotional intelligence among Jordanian university students and the effect of some variables on it

Abstract

This research seeks to uncover the degree of emotional intelligence in Jordanian university students and the influence of specific variables on it. A correlational descriptive method is employed. The study's demographic includes all undergraduate students registered in Jordanian universities, amounting to 279,488 students, divided as such: 201,193 students in public universities and 78,295 students in private universities for the academic year 2021-2022. The sample for the study included 1,667 students, chosen through stratified random sampling. The Emotional Intelligence Scale (Mayer and Salovey, 1997) is translated into Arabic, verified, and its psychometric characteristics are assessed.

The findings indicate that the emotional states of the participants are: "Needs development" (8 students, 0.5%) and "Needs improvement" (405 students, 0.24%). "Low," with a count of (461) at (28.0%). "High," with a count of (352) at (0.21%). "Capable," totaling (239) at (0.14%). "Robust," counting (142) at (0.9%). "Powerful and significant," counting (60) at (0.4%).

The findings indicate statistically significant differences across all emotional intelligence dimensions based on the type of faculty variable, with (Scientific) faculties showing advantages over (Humanities and Health). No distinctions are observed between (Humanities and Health). Statistically significant variations are identified in the dimensions (emotion regulation, emotion recognition, emotion experience, and emotional blend) based on the gender variable, with females showing advantages. Differences that are statistically significant are also observed in the aspects (emotional facilitation, emotional volatility, emotional control, experiencing emotions, and emotional mix) of the emotional intelligence scale based on the university variable, favoring (public).