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DEVELOPMENT OF EMOTİONAL İNTELLİGENCE İN STUDENTS AND

THE FACTOR OF EMOTİONAL SELF-REGULATİON

Hasanova Simara1

Huseynova Fatima2

Mahmudova Sabina3

Islamli Raya4

Abstract: The article explores the relationship between the level of emotional intelligence of students

and their self-regulation skills. The study was conducted with the participation of 132 students,

quantitative and correlation design was used. The Bar-On model was used to measure emotional

intelligence, and the Self-Regulation Questionnaire technique was used to assess self-regulation.The

results showed that there is a positive and statistically signicant relationship between the level of

emotional intelligence and self-regulation skills. A high level of emotional intelligence is characterized

by more effective management of emotional abilities and assimilation of behavior patterns appropriate

to the situation. The study revealed that the components of emotional intelligence, especially emotion

management and stress resistance, have a closer connection with self-regulation.The results of the

study indicate that the development of emotional intelligence contributes to more adaptive behavior of

students both in the academic and social environment. In this regard, the development and application

of psychological interventions aimed at the development of emotional intelligence are considered

expedient.

1 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0003-1516-9984

2 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0003-0317-6394

3 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0009-4187-0022

4 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0001-1033-4560

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Keywords: emotional intelligence, self-regulation, higher education context, Bar-On model, emotion

regulation, stress resilience, adaptive functioning, psychological assessment, correlational design,

psychosocial adjustment

Introduction

In the modern system of higher education, the emotional development of students acts as one

of the most important directions of personality formation. The growth of academic requirements, the

complexity of social relations and the expansion of the communicative environment determine the

need for a deeper study of the emotional sphere. It is especially important to consider that the student

period is a stage of formation of both professional and personal identity, which attaches particular

importance to the organization of emotional processes at this stage. In this context, the concept of

emotional intelligence has occupied an important place in psychological research in recent years.

Emotional intelligence is associated not only with the experience of emotions, but also with

their awareness and purposeful management. Different authors interpret this concept from different

positions. In some approaches, emotional intelligence is considered as a person’s ability to adequately

navigate in his own inner emotional world. Other researchers dene it as the ability to understand

relationships expressed in emotions, process emotional information through intellectual analysis

and synthesis, and consciously manage the emotional sphere. In addition, emotional intelligence is

considered as a set of emotional and social abilities that affect the personal and social effectiveness

of the individual.

There are several key components in the structure of emotional intelligence, one of which

is self-regulation. In general, emotional intelligence is characterized by a person’s ability to realize

his emotional experience, adequately express it and at the same time understand the emotional state

of other people. However, the practical implementation of these abilities is primarily related to the

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management of emotional reactions. Self-regulation includes control of emotional impulses, direction

of behavior in accordance with the situation and conscious correction of the emotional state.

Studies show that the formation of emotional intelligence depends not only on supporting

factors of the external environment. Internal psychological mechanisms play an important role in this

process, especially the level of regulation of emotional reactions. During the student period, emotional

stress, anxiety associated with assessment, and difculties in social adaptation further increase the

importance of self-regulation skills. It is not enough to recognize and understand emotions - their

adequate management is a key functional indicator of emotional intelligence.

Thus, it is advisable to consider the development of emotional intelligence not only within

the framework of theoretical components, but also at the level of behavior. In this context, the

formation of self-regulation mechanisms can be considered one of the main conditions for the practical

manifestation of emotional intelligence. The purpose of the article is to study the relationship between

the level of emotional intelligence of students and their self-regulation skills, as well as to analyze the

psychological factors affecting this connection.

Literature review

The concept of emotional intelligence in modern psychology is explained within the

framework of various theoretical approaches. One of the most cited models in this area is the ability

model, which considers emotional intelligence as a system of cognitive skills (Mayer & Salovey, 1997;

Caruso & Salovey, 2004). According to this model, emotional intelligence includes such components

as the perception of emotions, understanding their content, the use of emotional information and

the management of emotions. This structural approach demonstrates the phased nature of emotional

processes (Lucin, 2004).

Studies show that emotional intelligence is associated with temperament features and

adaptation mechanisms (Roberts et al., 2004). In particular, positive connections between emotional

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intelligence and personality characteristics such as emotional stability and extroversion are revealed

(Van der Zee et al., 2002; McCrae, 2000). At the same time, a number of studies note that the relationships

between individual components of the Big Five model and emotional intelligence are manifested

at different levels (Dawda & Hart, 2000). These results indicate a complex and multidimensional

interaction of emotional intelligence with the structure of the personality.

One of the key components in the structure of emotional intelligence is the regulation of

emotions. Perception and understanding of emotions act as the initial stages of their management.

According to the integrative model proposed by Joseph and Newman (2010), emotional perception

precedes the understanding of emotions, and understanding precedes their regulation. This step-

by-step model indicates a direct connection between emotional intelligence and self-regulation

mechanisms.

The process of emotional regulation can be carried out both before the emotional reaction

occurs and at the stage of its active course. Gross and John (2003) identied two main strategies

of emotional regulation: anticipating (e.g. cognitive revaluation) and reactive (e.g. suppression of

emotional expression). This approach shows that the intensity of emotional experience and behavioral

consequences depend on the chosen regulation strategy.

In the studies of Mauss and co-authors (2005; 2007), emotions are considered as a unity

of subjective experiences, physiological reactions and behavioral components that occur in a certain

time interval. Emotional regulation is dened as the process of individual intervention in these

components in order to change the direction of the emotional reaction (Bridges et al., 2004; Calkins,

2011; Rottenberg & Gross, 2007).

Studies show that with an increase in the level of emotional intelligence, the ability of

individuals to exibly and adequately manage their emotional reactions depending on the situation

increases (O’Connor et al., 2019; Resurrección et al., 2019). At the same time, some works note the

ambiguity of the links between emotional intelligence and personal characteristics, which indicates

the possibility of different manifestations of self-regulation mechanisms depending on individual

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characteristics.

The concept of self-regulation is also widely studied in a broader psychological context.

Baumeister and Vohs (2007) dene self-regulation as an individual’s ability to control his impulses

and choose behavior that matches long-term goals. This approach emphasizes that self-regulation is

one of the key mechanisms for the practical implementation of emotional intelligence. In turn, the

Zimmerman self-regulating learning model (2000) focuses on the fact that the control of emotions and

behavior in the academic environment is an important predictor of efciency.

Thus, the existing literature indicates that emotional intelligence is closely related not only

to the perception and understanding of emotions, but also to their effective regulation. However, the

systematic study of the functional role of self-regulation mechanisms in the structure of emotional

intelligence still remains an urgent scientic problem. In this regard, the empirical study of the

relationship between emotional intelligence and self-regulation is both theoretical and practical.

Methodology

Our research was aimed at empirical study of the relationship between the levels of emotional

intelligence and self-regulation. The study is of a correlation nature, which allows an objective

assessment of the statistical relationship between variables. The quantitative method was chosen as the

main methodological approach. The quantitative approach involves the collection of data on the basis

of measured indicators and their subsequent statistical analysis, which makes it particularly suitable

for an objective assessment of the relationships between psychological constructions.Emotional

intelligence was considered as an independent variable, and self-regulation skills were considered

as a dependent variable. Theoretically, it is assumed that individuals with a high level of emotional

intelligence better recognize and regulate their emotions, as well as more purposefully manage their

behavior.

The study was conducted among students of Odlar Yurdu University studying psychology,

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social and psychological service in education and social work. In total, 132 students took part in the

study, 44 people from each specialty (23 girls and 21 boys). Of the total number of participants, 69

people were girls (52.27%), and 63 were boys (47.73%). At the same time, 90.5% of students regularly

attended classes. All participants were informed about the progress of the study, gave their consent

and received permission to participate.The sample size was determined based on the results of a meta-

analysis conducted by Vachon and co-authors, where the correlation coefcient between emotional

intelligence and self-regulation was assumed to be equal to r = 0.114 (Vachon et al., 2014).

Two methods were used to assess the level of emotional intelligence and self-regulation. One

of the main tools was the Bar-On model (1997), which denes emotional intelligence as the ability to

recognize one’s own emotions, understand other people’s emotions and use them effectively in social

interactions. According to this model, emotional intelligence is measured by ve main components,

each of which includes several subscales:

1. Self-knowledge - differentiation of emotions, self-condence, self-respect, self-

actualization, independence;

2. Interpersonal skills - empathy, social relations, social responsibility;

3. Adaptability - problem solving, connection with reality, exibility;

4. Stress management - resistance to stress, control of impulsive behavior;

5. The predominant mood is happiness, optimism (Manilova, 2006).

The Self-Regulation Questionnaire (SRQ) technique (Brown, Miller & Lawendowski,

1999) was used to determine the level of self-regulation. This tool is designed to assess the ability

of individuals to target their behavior and internal control mechanisms. Self-regulation within the

framework of this methodology is considered as a process that includes the following stages:

1. Obtaining information

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2 Information evaluation

3. Initiation of changes

4. Search for alternatives

5. Planning

6 Implementation of the plan

7. Evaluation of the effectiveness of the plan

The methodology consists of 63 statements and is evaluated on a 5-point Likert scale (1 -

completely disagree, 5 - completely agree). The reliability of SRQ in various studies has shown high

values (Cronbach’s α = 0.81–0.92) (Brown et al., 1999).

The study was planned and conducted on the basis of an empirical approach. Initially, ofcial

permission was obtained from the relevant bodies of the educational institution for data collection.

After that, the selected tools were applied to the students. The collected data was entered into the

SPSS 22 program and subjected to statistical analysis. After processing, the results were summarized

in tables and presented with appropriate interpretations.

Before the start of the study, the permission of the ethics committee was obtained. The

study was conducted in accordance with the international ethical principles of well-being and non-

harm, and no damage was caused to the participants. There were also no threats to their physical or

psychological well-being (Fouka & Mantzorou, 2011). Participation in the study was voluntary, the

principle of informed consent was applied, and the autonomy of the participants was ensured.

Results

To identify differences in indicators of emotional intelligence in boys and girls with different

levels of self-regulation, respondents were divided into groups. As a result, differences in the level of

emotional intelligence were found in each group. Since the sample did not correspond to the normal

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distribution, the Kraskel-Wallis criterion was used. The results are presented in the following tables.

Table 1: Comparison of students’ emotional intelligence indicators depending on the level of self-

regulation

Components Low level of

self-regulation

(average values

Average level of

self-regulation

(average values)

High level of

self-regulation

(average values)

H p

Perception of emotions 142.3 198.4 264.7 14.62 0.002

Regulation of emotions 130.5 210.8 289.3 19.87 0.000

Expression of emotions 150.2 205.1 250.4 11.44 0.009

Intrapersonal Eİ 138.7 220.6 301.5 17.36 0.001

Interpersonal Eİ səviyyəsi 145.0 215.4 278.9 13.88 0.004

Internal motivation 136.4 230.1 305.2 15.21 0.002

Note: differences are signicant at p < 0.05.

Interpretation: With an increase in the level of self-regulation, the indicators of emotional

intelligence increase statistically signicantly.

Table 2: Correlation between the components of emotional intelligence and self-regulation

Variables r p

Interpersonal Eİ-self-regulation 0.472** 0.000

Regulation of emotions - self-regulation 0.538** 0.000

Intrapersonal Eİ- self-regulation 0.4 41** 0.001

Internal motivation - self-regulation 0.398** 0.003

Table 3: The relationship between the components of emotional intelligence and self-regulation in

students

Components of emotional intelligence Self-regulation p

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Perception of emotions 0.362** 0.001

Regulation of emotions 0.541** 0.000

Expression of emotions 0.284* 0.014

Intrapersonal Eİ 0.418** 0.000

Interpersonal Eİ 0.301** 0.006

Internal motivation 0.395** 0.002

General level of EI 0.472** 0.000

Interpretation: The strongest connection is observed between the regulation of emotions and

self-regulation (r = 0.541).

Table 4: Correlation relationships between the components of emotional intelligence, self-regulation

and self-actualization scales

Components Self-knowledge Cognitive needs Creativity Flexibility of

behavior

Self-regulation

Perception of

emotions

0.34** 0.31** 0.28** 0.26** 0.36**

Regulation of

emotions

0.46** 0.39** 0.35** 0.41** 0.54**

Intrapersonal Eİ 0.42** 0.37** 0.29* 0.38** 0.44**

Interpersonal Eİ 0.30** 0.22* 0.31** 0.27* 0.30**

Internal motivation 0.48** 0.52** 0.33** 0.36** 0.39**

Interpretation: As can be seen from Table 4, all the main components of emotional intelligence

demonstrate a signicant positive correlation with both self-actualization and self-regulation scales.

A particularly strong connection is observed in the component of emotion regulation - both with the

exibility of behavior (r = 0.41**, p < 0.01) and with self-regulation (r = 0.54**, p < 0.01).

Thus, the results obtained indicate that increasing the level of emotional intelligence

contributes to strengthening the psychological stability of students and more constructive regulation of

behavior. In turn, self-regulation is one of the key mechanisms of self-actualization of the individual.

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Conclusion

The results of the study are generally consistent with a number of existing scientic works,

but have certain limitations. First of all, the relatively small sample size and the fact that the study

covered students of only one higher education institution limit the possibility of summarizing the

results obtained. The collected empirical data were based on the answers of the participants of the

questionnaires and tests aimed at measuring the relationship between the level of emotional intelligence

and emotional regulation.

In addition, the sample was not completely random, and the very concept of emotional

intelligence from a methodological point of view still does not have a single conceptual framework,

which created certain difculties in the research process. The variety of theoretical approaches and

differences in measuring tools make it difcult to compare the results. The restriction can also be

considered that the data was collected in a short period of time and with the participation of a limited

number of respondents.

At the same time, the results obtained are important for a deeper study of the relationship

between emotional intelligence and emotional regulation in a specic national and cultural context

(Jabbarov, 2018). In future studies, quantitative analysis based on a wider and more diverse sample

can signicantly enrich scientic knowledge in this area. In addition, the development of new

methodological approaches focused not only on the direct development of self-regulation, but also on

the formation of emotional intelligence as a basic mechanism is a promising direction.

The study showed that the higher the ability of students to regulate external and internal

manifestations of emotions (as one of the key components of emotional intelligence), the lower the

probability of their aggressive reactions to external stimuli. It has also been established that a high

level of emotion management is associated with a lower level of touchiness and hostility towards

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others (Kochetova & Klimakova, 2019).

The higher the ability to manage emotions and internal states, the less manifestations of

hostility are expressed in the behavior of students. The results showed that there is a feedback between

emotional intelligence and the level of aggressiveness: the development of emotional management

skills contributes to the reduction of aggressive behavior.

It has been established that a high level of emotion control reduces the likelihood of aggressive

reactions to external inuences. Moreover, the higher the level of development of intrapersonal

emotional intelligence, the lower the level of negative emotional manifestations, such as hatred and

hostility. The ability to understand and manage emotions is also associated with a decrease in students’

hostile behavior (Sergienko, 2015; Jabbarov et al., 2024).

The development of skills to manage both one’s own emotions and the emotions of other

people, as well as the ability to adequately express emotions in different situations, reduces the

likelihood of aggressive reactions to external stimuli. A high level of emotional intelligence helps to

reduce hostility and aggression in interpersonal interactions (Manoilova, 2006; Jabbarov, 2021).

Thus, the higher the level of intrapersonal and interpersonal emotional intelligence, the

lower the level of hostile and aggressive reactions among students. The better developed the ability

to be aware, understand and control both one’s own emotions and the emotions of others, as well as

to establish causal relationships between emotional manifestations and their sources, the less often

students demonstrate hostile behavior.

In general, summarizing the results of the study, we can conclude that there are signicant

relationships between emotional intelligence and indicators of aggressiveness in students.

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