The landscape of higher education for the 21st century is in a paradigm shift, moving from a singular focus on cognitive development to a holistic model that emphasises student well-being. Central to this shift is the construct of Emotional Intelligence (EI), which has become a critical determinant of academic success and psychological resiliency. This study is an empirical attempt to understand the role of institutional guidance and counselling services in the nurturing of EI among college students in the state of Haryana, India. Utilising a Quantitative-Dominant Mixed- Method Design, the study surveyed N=315 undergraduate students using the 25-item Emotional Intelligence Scale (EIS) based on the five-component model of Goleman's model. The psychometric instrument was found to have a high internal consistency (α=0.90). The results of the Independent Samples t-test showed that there is a statistically significant relationship between participation in counselling and emotional intelligence levels (p=0.023). However, the data showed a "Need-Based Utilisation" paradox in which participants first scored lower than non- participants, indicating that counselling services are currently serving as a restorative safety net for distressed students, rather than a proactive developmental tool. The study concludes that while current counselling interventions are effective in restoring functional emotional competence, there is an urgent need to move away from reactive clinical models and move towards preventative, curriculum-integrated emotional learning strategies.
Sangeeta et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: