The Relationship of Emotional Intelligence and Self-Efficacy on Stress Management of Gen Z Students
DOI:
https://doi.org/10.5281/zenodo.21694332Keywords:
Emotional Intelligence, Generation Z, Self-Efficacy, Stress’ Stress ManagementAbstract
Generation Z students face increasing academic and emotional demands in today’s digital learning environment, making it essential to examine psychological factors that support effective stress management. Emotional intelligence (EI) and self‑efficacy are identified as key constructs influencing students’ ability to cope with academic challenges, yet their combined impact remains underexplored in Philippine higher education contexts. This study employed a quantitative descriptive‑correlational design to investigate the relationships among EI, self‑efficacy, and stress management among 100 first‑year engineering students from private universities in Cavite. Standardized instruments—including the Brief Emotional Intelligence Scale, General Self‑Efficacy Scale, and Brief‑COPE—were utilized. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. Findings revealed high levels of emotional intelligence and very high self‑efficacy, while stress management was at a moderate level. Emotional intelligence demonstrated a significant positive relationship with stress management and emerged as a significant predictor. In contrast, self‑efficacy showed no significant relationship with stress management and did not significantly predict it when combined with EI. Additionally, EI and self‑efficacy were not significantly correlated. The results highlight EI as a crucial determinant of effective stress management, emphasizing the importance of emotional regulation and coping flexibility among Gen Z students. Although students possess strong confidence, self‑efficacy alone does not ensure effective stress management without emotional competence. The study concludes that enhancing emotional skills may better support students’ well‑being and academic success. Recommendations include integrating socio‑emotional learning interventions and stress management programs in educational settings.
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