ROLE OF EMOTIONAL INTELLIGENCE IN AGGRESSION AND SOCIAL COMPETENCE AMONG UNIVERSITY STUDENTS

Abstract

This study investigates the relationship between emotional intelligence (EI), aggression, and social competence among university students. A sample of 300 students (150 males and 150 females) from various universities in Islamabad and Rawalpindi was surveyed using purposive sampling. EI was measured using the Wong and Law Emotional Intelligence Scale (WLEIS), social competence was assessed using the Tromsø Social Intelligence Scale (TSIS), and aggression was evaluated using the Aggression Questionnaire (AGQ). The study hypothesized that higher levels of EI would be associated with lower aggression and higher social competence. Correlation analysis revealed that EI negatively correlated with aggression (r = -0.59, p < 0.01) and social competence (r = -0.183, p < 0.01), while aggression positively correlated with social competence (r = 0.217, p < 0.01). Interestingly, demographic factors such as gender, educational qualification, and birth order did not significantly influence EI, aggression, or social competence. However, family structure was identified as a significant factor shaping emotional and behavioral traits. These findings underline the complex interplay between EI, aggression, and social competence, emphasizing the prominent role of family dynamics over demographic factors. The study offers valuable insights for developing targeted interventions in educational, familial, and social contexts to enhance emotional and interpersonal skills.