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Foreign Literature and Studies
The first of foreign study that is found to be relevant in this research are from the International
Journal of Science Culture and Sport(2015) entitled “Emotional Intelligence, Physical Activity and Coping
with Stress in Adolescents1” Emotional Intelligence is the ability to manage both your own emotions and
understand the emotions of people around you, this study is to look into the connections between
stress-reduction strategies, physical exercise, and emotional intelligence in teenagers. The study,
"Emotional Intelligence, Physical Activity, and Coping with Stress in Adolescents," conducted in
2015 by Ali Aziz Dawood Al Sudani and Kamila Budzynska, involved ninety-nine youths, aged
19 to 21, from the Psychology department of the University of Szczecin. Significant
contributions were also made by researchers from Iraq and Poland. Physical exercise was found
to be strongly correlated with task-oriented coping, avoidance, social diversion, emotional
intelligence, and the ability to recognize and use emotions in daily life. They achieved this by
employing a range of assessment instruments, such as the Emotional Intelligence Questionnaire,
the International Physical Activity Questionnaire, and the Coping Inventory for Stressful
Situations.
(Ana Costa & Luisa Faria, 2015) investigates the relationship between students' academic
achievement in Portuguese secondary schools and the predictive validity of emotional
intelligence as measured by a performance ability-based measure and a self-report.
The results of the path analysis indicated that while both kinds of can predict students' academic
achievement, they have a greater impact when predicting students' achievement in the tenth
grade. Furthermore, compared to the self-report measure, the performance measure showed
better predictive power. Multi-group analysis showed that while some paths in the Mathematics
model varied by kind of school, some tracks in the Model differ by gender. These results
highlighted the significance of encouraging students in the classroom as a means of improving
academic
The relationship between coping behaviors and emotional intelligence (EI) among ICU nurses
is examined in "The Relationship Between Emotional Intelligence and Coping Behaviors among
Nurses in the Intensive Care Unit" (Nida Jawabreh, 2024). Emotionally intelligent nurses are
better able to handle changes in their environment and social constraints; this suggests that there
is a positive relationship between emotional intelligence and coping behaviors. The study
highlights the significance of emotional intelligence in helping nurses effectively manage stress
and enhance their coping mechanisms. For nurses to handle stress at work and maintain their
personal and professional wellbeing, emotional intelligence is a critical component. Increasing
emotional intelligence in nurses makes them more resilient to stress and more capable of
managing difficult circumstances, which enhances the standard of care. According to the study,
emotional intelligence was somewhat positively
Local Literature and Studies
The first local study that is found to be relevant for this research is the study “Causes, Effects of
Stress, and the Coping Mechanism” the Bachelor of Science in Information Technology Students in A
Philippine University: Insight from Mazo (2015) With 51 respondents, it used the descriptive survey
approach to test a few hypotheses. The most frequent sources of stress were research and thesis
writing, as well as assignments and school obligations. Common side effects of stress included
grumpy or angry feelings and restless nights. The male and female respondents differed in their
assessments of the causes and consequences of stress. The typical stress relief methods were
using a computer and praying to God.
(Bancel & Acopio, 2016), academic institutions have an obligation to bring together people
who are generally well-educated in order to exert pressure on the school's authority to increase
student accomplishment. While emotional intelligence and its synthesized measures are
associated to academic achievement, Pearson's connection of overall emotional intelligence
recommended interpersonal, stress management, adaptability, and general mood scales.
Therefore, the results support the hypothesis that academic achievers' propensity to project
academic prowess increases with their level of emotional-social intelligence. Because of the
potential implications of emotional intelligence for academic achievement and educational
advancement shown by this study, emotional intelligence-based activities
ought to be included in the curricula of higher education.

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