Home⇛International Journal of Academic and Practical Research⇛vol. 3 no. 1 (2024)

Emotional Intelligence, Time Management Skills, and Perceived Stress Level of Students During the Post-Pandemic Transition in Education

Philip H. Brillo | Jengkie G. Magno | Arman P. Nuezca

Discipline: Psychology

 

Abstract:

This study generally aims to determine the time management skills, emotional intelligence, and perceived stress level of students during the post-pandemic transition in education and find out the correlation between these measured variables. A descriptive-correlational research design was used. Data were gathered from seventy-five (75) students through survey questionnaires and analyzed using descriptive statistics such as the mean and range, and the Pearson correlation coefficient (r). The result of the study revealed that the students have average emotional intelligence, high time management skills, anda moderate perceived stress level. Furthermore, the correlational analysis showed that there is a significant and negative correlation existing between students’ perceived stress level and emotional intelligence at the 0.05 level, andthe correlation between students’ perceived stress level and time management skills is negative but insignificant at the 0.05 level. It indicates that high emotional intelligence is associated with a low stress level. Thus, students’ average emotional intelligence moderated their perceived stress level during thepost-pandemic transition in education. The overall result encourages school administrations and institutions to hold development workshops and seminars that may result in a general overall improvement in students’ emotional intelligence, time management skills, and stress coping mechanisms.



References:

  1. Al Khatib, A. S. (2014). Time management and its relation to students‟ stress, gender and academic achievement among sample of students at Al Ain University of science and technology, UAE. International Journal of Business and Social Research, 4(5), 47-58.
  2. Alhasani, M., Alkhawaji, A., & Orji, R. (2022). Mental health and time management behavior among students during COVID-19 pandemic: towards persuasive technology design. Human Behavior and Emerging Technologies, 2022.
  3. Bean, A. N., & Hammer, D. P. (2006). Perceived stress levels in university of Washington PharmD students. In annual meeting of the American association of colleges of pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA.
  4. Buenavides, L. N., Banacia, R., Bulanadi, J. J., Llobrera, L. J., Saclolo, M. A., & Ugto, A. (2020). Effects of Time Management on Academic Performance in Practical Research 2 Subject of Selected Grade 12 Students of HUMSS at the Bestlink College of the Philippines. Ascendens Asia Singapore–Bestlink College of the Philippines Journal of Multidisciplinary Research, 2(1).
  5. Cheema, S. (2022). Emotional Intelligence and perceived stress against the backdrop of the Covid-19 Pandemic among students of a medical college in Pakistan: A cross-sectional correlational study. Health Professions Educator Journal, 5(1), 26-31.
  6. Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of health and social behavior, 385-396.
  7. Cole, B. (2019, May 15). emotional intelligence (EI). SearchCIO.
  8. Debowska, A.; Horeczy, B.; Boduszek, D.; Dolinski, D. A repeated cross-sectional survey assessing university students’ stress, depression, anxiety, and suicidality in the early stages of the COVID-19 pandemic in Poland. Psychol. Med. 2020, 1–4.
  9. Dumlao-Abadilla, D. (2022, January 7). Study weighs pandemic toll on students’ mental health. INQUIRER.Net.
  10. García-Álvarez, D., Hernández-Lalinde, J., & Cobo-Rendón, R. (2021). Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela. Frontiers in Psychology, 12.
  11. Harris, J. (2008). Time Management: 100 success secrets: The 100 most asked questions on skills, tips, training, tools and techniques for effective time management. Emereo.
  12. Kauts, D. S. (2016). Emotional intelligence and academic stress among college students. Educational Quest, 7(3), 149.
  13. Mazo, G. N. (2015). Causes, effects of stress, and the coping mechanisms of Political Science students in a Philippine University. International Journal of Education and Research, 3(2), 135-148.
  14. Mendez, S. L., Arnold, C., Erjavec, P., & Lopez, L. (2018). Does Emotional Intelligence Predict Persistence among Students on Academic Probation? Ideologies of Absence: Anti-Blackness and Inclusion Rhetoric, 28, 106.
  15. Munir, A. R., & Prem, K. D. (2014). Implementing blended learning into the academic programs of Rajiv Gandhi University of Health Sciences, Karnataka. Journal of Complementary and Integrative Medicine, 11(2), 147-150.
  16. Pynes, J.E. 2008, Human resources management for public and nonprofit organizations: A strategic approach, John Wiley and Sons, New Jersey.
  17. Saibani, N., Sabtu, M. I., Muhamad, N., Abd Wahab, D., Sahari, J., & Deros, B. M. (2012). Comparison of emotional intelligence scores among engineering students at different stages of an academic program. Asian Social Science, 8(16), 88.
  18. Sarafino, E. P., & Smith, T. W. (2011). Health psychology: Biopsychosocial interactions (7th ed.). Wiley.
  19. Stewart, B. L., Miertschin, S., & Goodson, C. (2020). COVID-19 transitions to online formats and pre-pandemic foundations for student success: Time management and lifestyle variables. Journal of Higher Education Theory and Practice, 20(10), 173–189.
  20. Students.tufts.edu.  (2020).  Time management study strategies. https://students.tufts.edu/academic-advice-and-support/academic-resource-center/what-we-offer/time-management-study-strategies
  21. Varghese, R., Norman, T. S., & Thavaraj, S. (2015). Perceived stress and self-efficacy among college students: A global review. International Journal of Human Resource Management and Research, 5(3), 15-24.
  22. Walinga, J. (2019, June 28). 12.3 Stress and Coping – Introduction to Psychology. Pressbooks. https://openpress.usask.ca/introductiontopsychology/chapter/stress-and-coping/#:%7E:text=The%20stress%20as%20stimulus%20theory%20assumes%3A,beyond%20which%20illness%20will%20result
  23. Wayne State University. (2007). Time management personal assessment. http://med.fau.edu/healthfirst/Time%20Management%20Questionnaire.pdf
  24. Docsity. (n.d.). Welcome to Gboard clipboard, any text you copy will be saved here., Exercises of Management Theory. https://www.docsity.com/en/welcome-to-gboard-clipboard-any-text-you-copy-will-be-saved-here/8382473/
  25. Whalley, M. H. K. (2020, July 5). What is Cognitive Behavioral Therapy (CBT)? Psychology Tools. https://www.psychologytools.com/self-help/what-is-cbt/#:%7E:text=CBT%20theory%20suggests%20that%20our,depression%20to%20pain%20and%20insomnia
  26. Yahaya A., SarEe N., Bachok D. J., Yahaya N., Boon S., Hashim S., and Lee G. M., “The impact of emotional intelligence element on academic achievement,” Archives Des Sciences, vol. 65, no. 4, pp. 2–17, 2012.
  27. Ybanez, M. G. S. (2018). Emotional Intelligence and Engagement among Senior High School Students: Basis for Intervention Program. Tin-aw, 2(1), 1-1.
  28. Zysberg, L., Orenshtein, C., Gimmon, E., & Robinson, R. (2017). Emotional intelligence, personality, stress, and burnout among educators. International Journal of Stress Management, 24(S1), 122.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic