Cross-Cultural Analysis of Emotional Intelligence in University Students

Abstract

This research paper delves into the realm of emotional intelligence (EI) among university students, specifically exploring variations based on gender, academic discipline (engineering and humanities), and age. Grounded in the frameworks proposed by influential EI models, the study employs a comparative analysis to examine the emotional intelligence levels of first-year students aged 17 to 22. The Emotional Intelligence Scale, a reliable and validated tool, is utilized to assess 60 participants, equally divided between engineering and humanities streams, and across gender lines. Results indicate no significant differences between engineering and humanities students, challenging common assumptions about EI in relation to academic disciplines. Surprisingly, males exhibit higher EI levels than females, contrary to existing research trends. Furthermore, a nuanced examination of emotional intelligence within gender groups reveals engineering males surpassing their female counterparts, while humanities males outperform humanities females. These findings underscore the complexity of emotional intelligence and suggest the need for further research to unravel the intricate interplay between academic pursuits, gender, and emotional intelligence.