Exploring the Interplay of Emotional Intelligence and Self-esteem on the General Well-Being of University Students

This study investigates the interrelations among Emotional intelligence, Self-Esteem, and General well-being in a collegiate context, employing a comprehensive methodological approach to asses the psychological constructs that underpin academic and personal success among young adults. A total of 157 college students were recruited to participate in the research, providing a diverse sample for analysis. The study utilized three principal instruments for data collection: the Revised General Psychological Well-Being Measure (RPGIGWBM), an Emotional Intelligence Test, and the Rosenberg Self-Esteem Scale, each chosen for their validity and reliability in measuring the respective constructs. Through quantitative analysis, this research aimed to elucidate the extent to which emotional intelligence and self-esteem act as predictors of general well-being among college students. Preliminary findings suggest a significant correlation between high levels of emotional intelligence and self-esteem with enhanced general well-being. These results contribute to the growing body of literature emphasizing the importance of psychological well-being in educational settings. By identifying key factors that influence well-being, this study underscores the potential for targeted interventions designed to improve college students’ emotional and psychological health, thereby enhancing their overall academic experience and life satisfaction. Further implications of these findings for educational policy and practice are discussed, highlighting the critical role of fostering emotional intelligence and self-esteem as foundational elements of student support programs.