EMOTIONAL INTELLIGENCE ENHANCES DYNAMIC ATTITUDES WITHIN UNIVERSITY STUDENTS

Abstract

This study explores the relationship between Emotional Intelligence (EI) and Dynamic Attitudes (DA) among university students, focusing on gender differences and the constructs' interplay. Emotional Intelligence, the ability to perceive, regulate, and manage emotions, significantly influences personal and interpersonal success. Dynamic Attitudes, which reflect adaptability, flexibility, and openness to change, are crucial for navigating dynamic environments. Using a cross-sectional, quantitative design, 150 university students (59 males, 91 females) completed self-administered questionnaires measuring EI and DA through the Emotional Intelligence Scale (Mayer & Salovey, 1997) and the Dynamic Attitude Scale (DAS). Statistical analyses, including Pearson correlation, regression analysis, and ANOVA, assessed the relationship between EI and DA and explored gender- based differences.

Contrary to expectations, the study found no significant correlation between EI and DA, suggesting a more complex interaction between these constructs. Females demonstrated higher EI than males, but no significant gender difference was observed in DA scores, indicating that gender does not moderate the relationship between EI and DA. The findings suggest that factors beyond Emotional Intelligence, such as personality traits, cognitive flexibility, and contextual dynamics, may influence adaptability. The study highlights the need for comprehensive interventions targeting both emotional and cognitive adaptability. The limitations of a cross-sectional design and reliance on self-reported measures underscore the need for longitudinal studies and diverse samples to better understand these constructs. The absence of a direct predictive relationship between EI and DA suggests these constructs may operate independently, requiring a holistic approach to personal development.