Exploring the Relationship Between Emotional Intelligence and Study Skills Among University of Jordan Students

Aman Nweiran; Ferial Abu Awwadb; Omar khawaldeh; Mohammad F. Al-Abdallat

doi:10.35516/Hum.2026.6557

Authors

Aman Nweiran Head of E-learning and Teaching Department, Center of Excellence in Learning and Teaching, The University of Jordan, Amman, ‎Jordan https://orcid.org/0000-0002-0029-960X
Ferial Abu Awwadb Educational Psychology Department, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-0975-7208
Omar khawaldeh Part-Time Lecturer, University of Jordan, Amman, Jordan https://orcid.org/0009-0002-6954-3786
Mohammad F. Al-Abdallat Mohammad Faraj Al-Abdallat, Faculty of Educational science, Zarqa University, Al-Zarqa, Jordan https://orcid.org/0000-0001-9057-6975

DOI:

https://doi.org/10.35516/Hum.2026.6557

Keywords:

Emotional intelligence‎, study skills‎, correlational relationship.‎

Abstract

Objectives: The study aimed to investigate the relationship between emotional intelligence and study skills among University of Jordan students.

Methods: The study utilized an Emotional Intelligence Scale and a Study Habits Scale, both of which were validated for their psychometric properties. These scales were administered to a random sample of 1,382 students, encompassing various majors and genders.

Results: The findings revealed a moderate level of both emotional intelligence and study skills among the students, with a moderate positive correlation between emotional intelligence skills and study skills. The study found that emotional intelligence skills accounted for 45.3% of the variance in study skills. Additionally, a regression equation was established to predict students' study skills based on their emotional intelligence skills. The results also indicated a gender effect in study skills, favoring females, a college type effect in emotional intelligence, favoring health-related faculties, an academic achievement effect in both emotional intelligence and study skills favoring higher achievement levels, and a year of study effect in study skills favoring first- or second-year students.

Conclusions: The study concluded with several recommendations, including conducting further research to explore other variables related to emotional intelligence or study skills.

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