INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

The Role of Emotional Intelligence in Mental Health, Learning, and

Adaptation: A Synthesis of Empirical Evidence

Liuhuayi

Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia,

Bahru, Johor, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100194

Received: 10 November 2025; Accepted: 20 November 2025; Published: 05 December 2025

ABSTRACT

Emotional intelligence (EI) describes a person’s capacity to identify emotions, understand their meaning,

manage them appropriately, and use emotional cues to guide behavior in themselves and others. It is a key

construct in psychological, educational, and organizational research. This review synthesizes recent empirical

studies (2000–2024) examining the associations between Emotional Intelligence and psychological and

behavioral variables, such as resilience, stress, life satisfaction, academic motivation, personality traits,

metacognitive awareness, and quality of life. Findings across diverse populations, including students, teachers,

and medical professionals, consistently indicate that higher EI is positively associated with improved mental

health, enhanced stress coping mechanisms, and greater academic and occupational performance. Furthermore,

constructs like resilience, self-efficacy, and social support have been shown to play critical intermediary roles in

the association between EI and life outcomes. Despite methodological challenges, such as variations in EI

measurement tools and discrepancies across models, the accumulated evidence underscores the significant role

of EI in adaptive functioning and psychological well-being. The review concludes by discussing theoretical

implications and highlighting directions for future research, including the need for longitudinal studies and

standardized EI measurement tools.

Keywords: Emotional Intelligence, Resilience, Stress, Academic Motivation, Personality, Life Satisfaction,

Metacognitive Awareness, Mental Health

INTRODUCTION

Across the last several decades, Emotional Intelligence (EI) has gained substantial prominence as a framework

for understanding behavioral and psychological functioning within diverse areas, including psychology,

educational research, and organizational science. As conceptualized by Salovey and Mayer (1990), EI

encompasses the skills involved in accurately recognizing emotions, comprehending their meaning, managing

emotional responses, and employing emotional knowledge in social interactions. EI has attracted increasing

attention due to its predictive value in diverse outcomes, including mental well-being (Schutte et al., 2007),

academic performance (Mayer, Roberts, & Barsade, 2008), workplace productivity (Côté & Miners, 2006), and

interpersonal relationships (e.g., Van Rooy & Viswesvaran, 2004).

Theoretical frameworks for EI generally fall into three models: the ability model (Salovey & Mayer, 1990),

which focus on the cognitive aspects of EI; the trait model (Petrides & Furnham, 2001), which emphasizes the

personality traits related to EI; and the mixed model (Goleman, 1995), which integrates both cognitive and

personality aspects of EI. Each provides unique perspectives on the structure and measurement of EI, although

ongoing debates continue regarding the most appropriate conceptualization and assessment methods (e.g.,

Roberts et al., 2001). As the discipline continues to develop, an expanding body of literature has linked EI to

enhanced psychological functioning, interpersonal effectiveness, and overall life satisfaction.

This systematic review aims to synthesize recent empirical studies (2000–2024) examining the role of EI across

various psychological and behavioral dimensions. We present evidence of how EI interrelates with variables

such as stress, resilience, life satisfaction, academic motivation, personality, and metacognition, and discuss

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mediating factors, such as self-efficacy and social support, as well as implications for practice and future

research.

METHOD

Literature Search Strategy

This systematic review employed a structured and comprehensive approach to identify empirical studies

examining the links between emotional intelligence (EI) and various psychological, behavioral, and academic

variables. Relevant literature published from 2000 to 2024 was retrieved through searches in PsycINFO,

PubMed, Scopus, Web of Science, and Google Scholar.

Key search terms included combinations of: “Emotional intelligence”, “resilience”, “mental health”, “academic

motivation”, “life satisfaction”, “personality traits”, “stress coping mechanisms”, “self-efficacy”, and

“metacognitive awareness”. A narrative synthesis approach was employed to organize and interpret the findings

according to the following thematic categories:1. EI and resilience/self-efficacy2. EI and mental health/stress

coping mechanisms3. EI and academic/occupational outcomes4. EI and personality traits/metacognitive

awareness

EI Interventions and Training Programs

Orak et al. (2016) carried out a quasi-experimental investigation to examine whether Emotional Intelligence

Training could improve EI levels in nursing students. The research included 69 participants, who were assigned

to either an experimental group or a control group. Participants were randomly assigned to either an experimental

group (n = 34) or a control group (n = 35). The experimental group received a four-month Emotional Intelligence

Training program, while the control group did not receive any training. The study utilized a demographic

questionnaire and the Modified Schutte Emotional Intelligence Scale (MSEIS) to assess the participants'

emotional intelligence before and after the training. The analysis demonstrated that the experimental group

exhibited a minor improvement in emotional intelligence scores compared to the control participants, but the

observed difference was not significant at the statistical level (p > .05). These findings suggest that, while the EI

training program had some positive effects on students' emotional intelligence, these effects were present but

not large enough to achieve statistical significance over the four-month duration. This may indicate that longer-

term interventions are necessary to achieve more pronounced improvements. Nonetheless, the observed trends

support the notion that EI training can enhance psychological resources essential for adaptive behavior.

Emotional Intelligence and Resilience

Valverde-Janer et al. (2023) conducted a quantitative investigation into how gender, age, resilience, Emotional

Intelligence (EI), and personality characteristics are interrelated. Resilience was measured using the Connor–

Davidson Resilience Scale (CD-RISC) (Connor & Davidson, 2003; Crespo et al., 2014), while personality traits

were evaluated through the Eysenck Personality Questionnaire Revised–Abbreviated (EPQR-A). The results

showed that individuals with higher EI scores tended to report greater resilience, as reflected in a moderate

positive correlation (r = .45, p < .01). These findings suggest that better emotional management and self-

regulation, core components of EI, can enhance resilience. This, in turn, enables them to be more persistent and

persevering in their endeavors. Given that resilience is a critical factor for success, these results highlight the

importance of EI in fostering adaptive behavior and coping mechanisms.

Qin and co-authors (2023) carried out an investigation into the link between emotional intelligence and overall

life satisfaction among nursing students, concentrating on participants from China. The study employed

Pearson’s correlation analysis. The results indicated that emotional intelligence (EI) positively predicted life

satisfaction among nursing students in China (r = .32, p < .01). These findings suggest that better emotional

management and self-regulation, which are core components of EI, can enhance individuals' resilience. This, in

turn, enables them to be more persistent and persevering in their endeavors. Given that resilience is a critical

factor for success, these findings underscore the role of EI in promoting adaptive behaviors and effective coping

strategies. In addition, the study demonstrated that resilience and self-efficacy served as key mediators linking

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

emotional intelligence (EI) to life satisfaction. Accordingly, higher EI was related to increased levels of

resilience and self-efficacy, which subsequently contributed to greater life satisfaction. Overall, the results

indicate that strengthening EI among nursing students may enhance their psychological assets, enabling them to

function more effectively in both academic and clinical settings. Ultimately, this may translate into higher life

satisfaction and improved quality of patient care.

Emotional Intelligence, Mental Health, and Stress Regulation

Shen et al. (2022) carried out a cross-sectional investigation with a sample of 401 teachers from three high

schools. EI was measured using the Emotional Intelligence Scale (EIS) (Law et al., 2004), while psychological

well-being was assessed with the Mental Health Scale (MHS) (Cheng et al., 1990). The findings revealed a

significant positive association between Emotional Intelligence (EI) and psychological health (r = .35, p < .01).

These findings suggest that higher levels of emotional intelligence (EI) are associated with better self-regulation

abilities, which can reduce cognitive load and stabilize emotions, thereby improving mental health. This

highlights the importance of EI in promoting psychological well-being among high school teachers.

Fteiha and Awwad (2020) carried out a quantitative investigation to explore the association between Emotional

Intelligence (EI) and stress-coping styles among undergraduate students. The study included 265 participants

and employed the Emotional Intelligence Scale grounded in Goleman’s framework (Goleman, 1995) alongside

the Stress Coping Style Inventory (Lin & Chen, 2010) to measure EI and coping approaches, respectively. The

results showed a significant positive relationship between EI and coping style (r = .42, p < .01). This indicates

that students with higher levels of emotional intelligence are more likely to demonstrate steady emotional

responses and adopt more effective strategies for managing stress. Overall, the findings underscore the

contribution of EI to emotional stability and the capacity to cope constructively with stress.

Doyle et al. (2021) carried out a cross-sectional study to examine the interplay among stress, anxiety, depression,

and emotional intelligence (EI) in osteopathic medical students. Stress levels were measured using the 10-item

Perceived Stress Scale (PSS; Cohen et al., 1983), symptoms of anxiety and depression were assessed through

the 4-item Patient Health Questionnaire (PHQ-4; Kroenke et al., 2009), and EI was evaluated with the 33-item

Schutte Self-Report Emotional Intelligence Test (SSEIT; Schutte et al., 1998). The researchers also explored

whether EI differed across genders. Findings showed notable negative correlations between EI and stress (r = –

.38, p < .01), as well as between EI and both depression (r = –.45, p < .01) and anxiety (r = –.40, p < .01). These

patterns suggest that higher levels of stress, anxious feelings, and depressive symptoms tend to coincide with

greater difficulty in regulating emotions. In contrast, students with stronger emotional intelligence appear better

equipped to manage emotional challenges, which may help buffer against stress, anxiety, and depression. The

results also indicate that heightened psychological distress may reduce one’s effectiveness in emotional

regulation, thereby contributing to lower EI.

Muhammad et al. (2023) carried out a cross-sectional study to examine whether social support mediates the link

between Emotional Intelligence (EI) and academic stress among 429 engineering students from both social

science and science fields in Bangladesh. Social support was measured using the Multidimensional Scale of

Perceived Social Support (Zimet et al., 1988), EI was assessed through the 30-item Trait Meta-Mood Scale

(Salovey et al., 1995), and academic stress was captured using the Perception of Academic Stress Scale (Bedewy

& Gabriel, 2015). The results showed a meaningful negative correlation between EI and academic stress (r = –

.30, p < .01). Furthermore, social support significantly mediated this association during online learning

conditions, indicating a negative indirect effect (β = –.25, p < .05).

Overall, the results indicate that students with higher EI tend to experience lower levels of academic stress. EI

appears to contribute to more effective emotional regulation, reduced negative emotional responses, and less

cognitive strain, thereby supporting students in managing academic demands. At the same time, the mediating

role of social support suggests a more complex interaction: while strong social support can lessen academic

stress, it may also reduce the direct influence of EI on stress management. This pattern implies that social support

and EI may operate together in nuanced ways, with social support offering additional resources that can

complement—or in some cases overshadow—the regulatory benefits of EI.

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Emotional Intelligence and Personality Traits

Taneja et al. (2020) carried out a cross-sectional investigation to explore how Emotional Intelligence (EI) relates

to personality traits in a sample of 210 medical students enrolled in a government medical college in New Delhi,

India. Personality characteristics were measured using the Ten-Item Personality Inventory (TIPI; Gosling et al.,

2003), while EI was assessed with the Schutte Emotional Intelligence Scale (SEIS; Schutte et al., 1998). The

analysis revealed notable positive correlations between EI and several personality dimensions, including

extraversion (r = .35, p < .01), agreeableness (r = .32, p < .01), conscientiousness (r = .28, p < .01), and openness

to experience (r = .25, p < .01). These outcomes imply that students who score higher on extraversion—often

characterized by sociability and expressiveness—tend to exhibit greater emotional intelligence. Likewise,

elevated EI appears to be linked with more agreeable and cooperative dispositions, suggesting that individuals

with stronger EI may be better equipped to build and sustain supportive interpersonal connections.

Emotional Intelligence and Adaptive Emotional Responses in Adolescents

Gómez-Baya and Mendoza (2018) conducted a cross-sectional study to investigate how adolescents’ trait-based

adaptive emotional responses contribute to their emotional intelligence (EI). The sample consisted of 880

students aged 14 to 17, 52.4% of whom were female. Participants were drawn from grades 8 (46%) and 9 (54%)

across 18 secondary schools in Andalusia, a region in southern Spain. Emotional intelligence and related

psychological constructs were assessed using the Trait Meta-Mood Scale (Fernandez-Berrocal et al., 2004), the

Spanish adolescent adaptation of the Responses to Positive Affect Questionnaire (Feldman et al., 2007; Gomez-

Baya et al., 2017), and a shortened version of the Spanish Children’s Response Styles Scale (CRSS; Ziegert &

Kistner, 2002). The authors applied descriptive analyses, bivariate correlations, stepwise regression, and path

analysis to evaluate the associations among variables. The findings showed that trait emotional attention was

positively linked to positive rumination (r = .25, p < .01) and depressive rumination (r = .20, p < .01). Trait

emotional clarity demonstrated positive correlations with distraction (r = .18, p < .05), positive rumination (r =

.22, p < .01), and dampening (r = .15, p < .05). In contrast, trait emotional repair was associated with more

adaptive coping tendencies, including greater distraction and higher levels of self-focused positive rumination.

Overall, the results suggest that stronger emotional intelligence skills enhance adolescents’ capacity to regulate

emotions effectively, which in turn helps lessen the impact of negative emotional states. Since emotions play a

central role in shaping adverse experiences, effective emotional regulation supported by higher EI can reduce

the likelihood of negative psychological outcomes.

Emotional Intelligence and Quality of Life

Santhosh Kumar and Basha (2022) conducted a cross-sectional study to examine the relationship between

Emotional Intelligence (EI) and quality of life among doctors during the COVID-19 pandemic. The sample

consisted of 100 doctors (50 male and 50 female) who had worked in private hospitals in Saharanpur, Shamli,

and Muzaffarnagar districts of Uttar Pradesh, India, for more than 5 years. The study utilized the Emotional

Intelligence Scale (MSREIS-R) (Pandey & Anand, 2013) and the Quality-of-Life Scale (Moudgil et al., 1986)

to assess emotional intelligence (EI) and quality of life, respectively. Statistical analyses included t-tests and

Pearson’s correlation analysis. The results suggested a moderate positive correlation between Emotional

Intelligence (EI) and quality of life (r = .38, p < .01). Additionally, male doctors exhibited higher levels of EI

compared to their female counterparts (t = 2.54, p < .05). These findings suggest that higher EI is related with

lower impulsivity, better temper control, improved stress management, and greater confidence in social

interactions. Consequently, individuals with higher EI are more likely to experience greater satisfaction with

their daily life, which in turn enhances their overall quality of life.

Emotional Intelligence and Academic Motivation

Arias et al. (2022) carried out a cross-sectional investigation to explore the association between Emotional

Intelligence (EI) and academic motivation among primary school students. The study involved 541 children (270

boys and 271 girls) in the 5th and 6th grades from several public schools in the province of Pontevedra, Spain,

ranging in age from 10 to 12 years. Emotional intelligence was assessed using the Emotional Intelligence

Questionnaire for Primary School Students (Chiriboga & Franco, 2001), which is grounded in Goleman’s (1996)

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framework and evaluates five EI components: self-awareness, self-control, self-motivation, empathy, and social

skills. Academic motivation was measured using the School Motivation Scale developed by Lidia (2021). The

findings showed that each dimension of EI demonstrated a significant positive relationship with academic

motivation. Specifically, self-awareness (r = .30, p < .01), self-control (r = .32, p < .01), self-motivation (r = .35,

p < .01), empathy (r = .28, p < .01), and social skills (r = .25, p < .01) were all positively correlated with students’

motivation levels. These outcomes suggest that students with stronger emotional intelligence tend to exhibit

higher academic motivation. In particular, greater EI may help students maintain focus on their goals and remain

consistent in their efforts, reducing impulsive shifts in intentions and supporting more sustained engagement

with academic tasks.

Emotional Intelligence and Metacognition

Perikova and Byzova (2019) conducted a cross-sectional study to examine the relationship between

metacognitive awareness and emotional intelligence (EI) among students. The sample consisted of 178 students

(30 male and 148 female) aged 18-22 years from Saint-Petersburg State University (SPBU). The study utilized

the Russian Emotional Intelligence Questionnaire (EmIn) (Lyusin, 2006), the Metacognitive Awareness

Inventory (MAI) (Schraw & Dennison, 1994; adapted in Russian by Karpov & Skityaeva, 2005), and the

Differential Reflexivity Test (DTR) (Leontiev et al., 2022) to assess emotional intelligence (EI) and

metacognitive awareness. The results showed significant positive correlations between various components of

emotional intelligence (EI) and metacognitive awareness. For instance, the correlation between overall EI and

metacognitive awareness was r = .45 (p < .01). Metacognitive awareness plays a crucial role in mindfulness

processes, which is integral to the development of emotional intelligence (EI). Higher levels of metacognitive

awareness are associated with better emotional and cognitive regulation. This enhanced awareness allows

students to be more reflective about their emotions and cognitions, leading to improved regulation of their

feelings and thoughts both internally and in their interactions with the external environment. Consequently,

higher metacognitive awareness contributes to better overall EI.

DISCUSSION

Metacognitive awareness plays a crucial role in mindfulness processes, which is integral to the development of

emotional intelligence (EI). Higher levels of metacognitive awareness are associated with better emotional and

cognitive regulation. This enhanced awareness allows students to be more reflective about their emotions and

cognitions, leading to improved regulation of their feelings and thoughts both internally and in their interactions

with the external environment. Consequently, higher metacognitive awareness contributes to better overall EI.

Positive correlations between EI and various outcomes, including resilience, mental health, academic

motivation, and quality of life, highlight its relevance across developmental stages and diverse social contexts.

However, the results also show that the influence of EI is shaped by several factors—such as social support, self-

efficacy, and personality traits—which may strengthen or weaken its overall effect.

Methodologically, the significant variability in EI measurement tools, which range from ability-based

assessments to self-report scales, continues to pose substantial challenges for cross-study comparisons.

CONCLUSION

Emotional intelligence (EI) is a multifaceted concept that plays a significant role in shaping human behavior and

psychological health. In academic, occupational, and interpersonal contexts, higher EI is consistently associated

with more adaptive functioning, which is characterized by lower stress and depression, better academic and work

outcomes, improved social integration, and enhanced resilience.

Although the correlational nature of much of the current research limits causal inference, the accumulating

evidence supports EI’s role as both a protective and promotive factor in psychological health. Future studies

employing longitudinal and experimental designs are needed to elucidate causal pathways and inform

interventions targeting EI development.

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From an applied perspective, the integration of emotional intelligence (EI) training into educational curricula,

therapeutic settings, and workplace development programs has the potential to yield significant benefits. In

today’s rapidly changing and emotionally demanding world, EI is not merely a supplementary skill; it is a

foundational component of adaptive functioning and holistic well-being.

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