Emotional Intelligence and Its Relationship with Self-Regulation among Students in the Department of Psychological Counseling and Educational Guidance

Abstract

Emotional intelligence is considered a form of social intelligence, reflected in an individual’s ability to monitor their own emotions and the emotions of others, distinguish among them, and use this information to guide thinking and behavior (Jarwan, 2012, p. 32).

(Al-Hameed & Hamdi, 2014) define Cognitive self-regulation as the shift of learning responsibility from the teacher to the learner, where the learner becomes the primary agent in directing their own learning process. This shift enhances the learner's motivation to exert maximum effort to achieve optimal outcomes, positively affecting their self-confidence and influencing their performance in other academic subjects. This, in turn, contributes to improving the overall efficiency of the educational process.

The ability to accurately perceive, assess, and express emotions, in addition to the ability to access and generate emotions that support thinking processes, includes understanding emotional knowledge and regulating emotions in a way that promotes emotional and cognitive development (Mayer & Salovey, 1997).

Bandura (2010) defined cognitive self-regulation as a set of strategies that students employ independently and in various ways to naturally organize their knowledge. This organization reflects in their behaviors when interacting with different situations both inside and outside the educational environment (Abd, 2013, p. 26).

The present research aims to identify the following:

1. The level of emotional intelligence among students in the Department of Psychological Counseling and Educational Guidance.
2. The level of self-regulation among students in the same department.
3. The significance of the correlational relationship between emotional intelligence and self-regulation among these students.

A study was conducted on a sample of 100 students (50 males and 50 females) from the Department of Psychological Counseling and Educational Guidance, selected using a random sampling method to ensure fair representation of the research population. The researcher developed an Emotional Intelligence Scale for the students of the Counseling Department, consisting of 25 items, each with five response options, based on the ability model and the definition by Mayer and Salovey (1997). Likewise, a Self-Regulation Scale was constructed, comprising 28 items with five response options each, based on the theoretical framework proposed by Bandura (2010) and presented by Abd (2013, p. 26). The psychometric properties of both scales were established, including measures of face validity and construct validity (e.g., item-total correlation coefficients), as well as test-retest reliability confirming that the items effectively measure the variables in question. After administering the scales to the sample, data were analyzed using statistical methods such as the one-sample t-test and the independent samples t-test. The results revealed that the students of the Department of Psychological Counseling and Educational Guidance exhibited a high levels of emotional intelligence but a low levels of self-regulation. Furthermore, a significant inverse relationship was found between emotional intelligence and self-regulation. In light of the findings, the researcher presented a set of conclusions, recommendations, and suggestions for future research.

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