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.
Nweiran et al. (Fri,) studied this question.