ArticleBehavioral sciences (Basel, Switzerland)2025
A Structural Model of Emotional Intelligence, Resilience, and Stress in University Students.
Article in Behavioral sciences (Basel, Switzerland), 2025. 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.
- The Relationship Between Social-Emotional Learning Skills and Learning Motivation Among University Students: Exploring the Roles of Emotional Intelligence and Emotion Regulation.Behavioral sciences (Basel, Switzerland) · 2026Article
- Anxiety and Emotional Intelligence as Predictors of Coping with Stress in Patients with Personality Disorders-A Single-Arm Pre-Post Observational Study.Journal of clinical medicine · 2026Article
- The mediating effects of perceived stress and exercise addiction risk on the relationship between body image state and emotional eating among college students.Frontiers in psychology · 2026Article
- Emotional intelligence, perceived stress, and life satisfaction among university students: examining direct and moderating relationships.Frontiers in psychology · 2026Article
- Stress in first-year medical students: a multidimensional analysis of emotional Intelligence, empathy, and cardiovascular health.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Mental health is an increasing concern, particularly among the younger population. Given that university life is a critical stage in the personal and academic development of some young individuals, identifying the factors that contribute to their well-being is essential. This study focused on exploring the role of emotional intelligence and resilience in the perceived stress of a sample of 338 university students from the University of Alicante. To this end, a structural equation analysis was used to evaluate the direct and indirect effects of the variables included in the model. The instruments used were the Trait Meta-Mood Scale, the Connor-Davidson Resilience Scale, and the Perceived Stress Scale. Based on the dimensions of the cascading model of emotional intelligence, the results indicate that emotional attention had a direct and positive effect on stress, while both emotional clarity and emotional repair influenced resilience directly and positively. In turn, resilience had a direct and negative effect on stress, acting as a mediator between the dimensions of emotional intelligence and stress. The final proposed model explained 49.3% of the variance in stress. This study provides empirical evidence regarding how these variables interact and underscores the importance of emotional abilities in stress regulation in the university setting.
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Registered trials
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