An evaluation of the emotional intelligence levels of undergraduate students at the Central University of Technology, Free State Bloemfontein campus

Abstract

Background: Emotional intelligence levels could be directly linked to the academic performance and the ability of undergraduate students to manage stress. Moreover, emotional intelligence levels could be improved through psychological interventions and somatology treatments. Searching through the literature available, no studies were found on the emotional intelligence levels of undergraduate students in Central South Africa.

Problem statement: In light of the link between emotional intelligence levels, academic performance, and managing stress, a gap has been identified to study the emotional intelligence levels of undergraduate students of the Central University of Technology, Free State (CUT).

Aim: The aim of the research study was to determine the emotional intelligence levels of undergraduate students together with the relationship between emotional intelligence and demographic components, such as age, gender, and academic performance. Furthermore, to determine the relation between stress and emotional intelligence and the awareness of support services and complementary therapies available at the CUT Bloemfontein Campus.

Objectives: The research study was guided by two objectives: Firstly, a survey was conducted amongst undergraduate students at the CUT Bloemfontein Campus to assess their level of emotional intelligence. Secondly, the survey assessed the connection between emotional intelligence and demographic components, such as age, gender, and academic performance. Moreover, the connection between stress and emotional intelligence and the awareness of support services and complementary therapies on campus, and how often undergraduate students made use of these services were investigated.

Methodology: The research study made use of a descriptive research strategy based on quantitative methods that focused on the awareness of undergraduate students of emotional intelligence. The emotional intelligence level of each undergraduate student was determined by making use of the Schutte Self-Report Emotional Intelligence Test (SSEIT). A deductive approach was taken to test the existing idea that emotional intelligence could influence academic performance. The study consisted of the following three phases: Firstly, the development of a questionnaire; secondly, the distribution of the questionnaire and capturing of data; and lastly, the analysis of data, reporting results and reaching conclusions.

Results and discussion: It was established that 56% of the undergraduate students have average emotional intelligence levels. There was no significant connection between their age, or year of study, and emotional intelligence levels, although a significant association between the average academic performance and level of emotional intelligence was established. Although most of the undergraduate students were aware of services provided by the Wellness Centre (65%) and the services of a psychologist on campus (94%), merely 15% utilize these services. The knowledge and use of complementary therapies were even lower. Less than half of the undergraduate students (32%) were aware of the benefits of aromatherapy and reflexology, whereas 94% of the undergraduate students have never made use of a somatology salon and spa.

Conclusion: The outcomes of the research study shed light on the emotional intelligence levels of undergraduate students. The CUT could apply the outcomes of this study to assist their undergraduate students with improving their emotional intelligence that would in turn have a significant impact on their academic performance, due to the close relationship between emotional intelligence and academic performance. Other higher education institutions could adapt the outcomes to their specific context to assist their undergraduate students. Finally, an improved overall performance of our future leaders of the country is hoped for.