ArticleFrontiers in psychology2021
How Emotional Intelligence Influences Cognitive Outcomes Among University Students: The Mediating Role of Relational Engagement During the Covid-19 Pandemic.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 10 citations in OpenAlex.
- Emotional intelligence and self-regulated learning: psychological pathways to student engagement and academic performance.Frontiers in psychology · 2026Review
- The impact of online social interaction on college students' socio-emotional competence mediated by bonding social capital.Scientific reports · 2025Article
- The prolificacy of green transformational leadership in shaping employee green behavior during times of crises in small and medium enterprises: a moderated mediation model.Frontiers in psychology · 2024Article
- Declines in social-emotional skills in college students during the COVID-19 pandemic.Frontiers in psychology · 2024Article
- Effects of Psychological Discomfort on Social Networking Site (SNS) Usage Intensity During COVID-19.Frontiers in psychology · 2022Article
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Authors and funding
6 authors at 5 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigated the relationships among emotional intelligence (EI), relational engagement (RE), and cognitive outcomes (COs). A survey questionnaire containing 34 statements was completed by 338 undergraduate students from the four universities of China, with responses recorded on a 7-point Likert-type scale. The relationships were examined using the partial least squares structural equation modeling. The findings showed that EI influenced the COs directly and indirectly during the pandemic. In the forms of self-regulation (SR) and social skills (SS), the high levels of EI improved the COs of the students. Further, the aspects of EI, such as SR, self-awareness (SA), empathy (E), motivation (M), and SS were found to improve the RE of the students. The RE was positively correlated with the COs, indicating its potential for improving critical thinking among university students. Finally, the RE was a key mediator of the relationship between the EI and COs. It is concluded that the students with higher levels of EI and RE may achieve better COs. The implications of the research and suggestions for future studies are also discussed.
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Registered trials
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