ACADEMIC STRESS AND EMOTIONAL INTELLIGENCE AS THE PREDICTOR OF SUBJECTIVE WELL-BEING

Fidia Oktarisa; Reynalda Fildzah Dessyrianti; Maghrizkia Aulia Wilda; Ninda Deviona

The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs.

Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above.

Fullscreen Fullscreen Off

Abstract

University students face many challenges throughout their college year. In the early pandemic of COVID-19, all activities were conducted online, leading to new problems and may affect one’s subjective well-being. By using convenience sampling, we aimed to see the role of Academic Stress and Emotional Intelligence among university students in Indonesia. We asked 118 university students from 51 different majors from various universities to fulfil our questionnaire online. The data result concluded that the multiple linear regression analysis showed that both Academic Stress and Emotional Intelligence played a role in determining Subjective Well-being F = 14,792, p < 0.001. The total contribution of both variables was 21,2% ( = 0,212). Partially only emotional intelligence can contribute significantly with the acquisition of a t value of 5.360 and a significant p value (p <0.001), while academic stress does not play a significant role in increasing student subjective well-being.

Keywords

Academic stress, emotional intelligence, subjective well-being, university students