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In the current work we investigated whether trait emotional intelligence (trait EI) contributes to academic satisfaction and explored a potential mechanism to explain this effect. Building on career construction theory (CCT), we hypothesized that trait EI is positively associated with academic satisfaction through enhancing career-specific coping r...
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... For example, "In most ways my academic life (added: academic) is close to my ideal". Previous reliability for the full scale was good (α = 0.85) and associations with emotional intelligence and career adaptability supported validity (Celik & Storme, 2018). Alpha for our adapted scale was 0.85. ...
Managing boundaries between students’ work and study roles is crucial for success at university. Little research has examined the strategies used to manage these roles, the factors that relate to implementing them, and the outcomes associated with their use. Boundary management theory, an identity-based perspective, explains boundary management processes; yet, few studies have examined how identity affects the enactment of boundary strategies. We investigated the extent to which identity-based concepts (i.e., student role salience and future-self) were related to different types of boundary strategies (i.e., temporal and communicative), how these related to work-study balance, and, in turn, academic satisfaction. We tested our model on a sample of 266 working university students (MAge = 20.07 years, SD = 2.63; 74% women) and it accounted for 41% of the variance in academic satisfaction. Significant relationships were found among identity-based concepts, boundary strategies, work-study balance, and academic satisfaction, highlighting the importance of student identity and the use of temporal strategies in achieving greater work-study balance and academic satisfaction. Suggestions for how education providers can retain students who are struggling to manage work and study are discussed.
... According to these authors, individuals with high emotional intelligence dispose of a greater capacity to manage and use one's emotions to guide their thoughts and actions, resulting in a better ability to plan their vocational future, take responsibility for one's career, and explore their environment, but also a to develop the confidence to cope with career development tasks. A series of studies supported these assumptions by demonstrating the mediating effect of career adaptability on the relationship between emotional intelligence and academic satisfaction (Celik & Storme, 2018), academic engagement (Merino-Tejedor et al., 2018), self-perceived employability, and career indecisiveness . These results have been corroborated by a longitudinal cross-lagged study that demonstrated the relationship between emotional intelligence to career adaptability (Parmentier et al., 2019). ...
The concept of emotional intelligence has spanned researchers' interest to a considerable extent over the last decades and is now considered as a critical resource that helps individuals to deal with career challenges. However, no empirical effort to integrate these studies has been carried out yet. The current research addresses this gap by proposing an integrated theoretical model and conducting a systematic review and meta-analysis of emotional intelligence and its associations with career-related outcomes. Out of a total of 150 independent samples from published and unpublished studies representing N = 50,894 participants, our random-effects meta-analysis showed that emotional intelligence was significantly related to career adaptability, career decision-making self-efficacy, entrepreneurial self-efficacy, salary, career commitment, career decision-making difficulties, career satisfaction, entrepreneurial intentions, and turnover intentions. However, no significant correlations were found with job search self-efficacy and self-perceived employability. Overall, our work conveys important theoretical contributions but also provides recommendations and an agenda for future research.
... Emotional intelligence (EI) has been studied extensively in both western countries [20][21][22][23][24] and in eastern countries [25][26][27]. Different schools of research adopt different conceptualizations and measures of emotional intelligence [28]. However, EI was a relatively new concept and idea in 1990s before Salovey and Mayer [29] formally introduced the first model and definition. ...
... The results of this cross-sectional study reveal statistically positive and significant relationships between emotional intelligence traits and the multiple dimensions of career adaptability. The results are consistent with other research on this topic [4, 16,19,28,50,[55][56][57][58] in indicating emotional intelligence to be a good predictor of career adaptability. This is the only study in the Asia-Pacific region to provide evidence of the links between emotional intelligence and career adaptability in Chinese youths. ...
... The findings reveal that youths with keener observation of their own and others' emotion report higher levels of career adaptability in all four domains. Our findings are similar to those of recent research shows the mediating role of the link between emotional intelligence and career-related outcomes such as academic satisfaction [28], career decisions, and self-perceived employability [50]. ...
Background
Young people often experience dramatic changes, both psychologically and physically, as they are transiting from students to working adults. However, there is still a lack of empirical studies on the relationship between the trait emotional intelligence and the career adaptability of youths in the Asia-Pacific region. This research examines that relationship in Chinese youths in Hong Kong.
Method
Cross-sectional data (N = 500) was collected from two universities in 2019 and 2020. The 2019 sample was made up of 256 Chinese university students (117 males, 139 females; ages 21-25). The 2020 sample included 244 Chinese university students (132 males, 112 females; ages 21-25). The participants were asked to complete the Wong and Law Emotional Intelligence Scale (WLEIS) to evaluate their emotional intelligence in the domains of self-emotion appraisal, other people's emotion appraisal, regulation of emotion, and use of emotion. Participants completed the Career Adapt-Abilities Scale (CAAS) to assess their career adaptability in the areas of concern, control, curiosity, and confidence.
Results
All domains of trait emotional intelligence were positively associated with career adaptability. Multiple Regression analysis showed that self-emotion appraisal and appraisal of other people's emotional were the most predictive factors in terms of career adaptability. Together, these two dimensions of emotional intelligence explain 12.5%, 26.2%, 13.4% and 69.4% respectively of the variance in students’ concern, control, curiosity, and confidence in relation to career adaptability.
Conclusion
The results highlight the importance of emotional intelligence in career adaptability. It is thus of value to study further whether career adaptability of young people may improve if emotional intelligence is incorporated into the student curriculum. The findings offer valuable insights for educators and teachers who are responsible for well-rounded development of students, and will thereby foster healthy lifestyles, stable emotional well-being and greater career adaptability in adolescents.
... Furthermore, the findings strengthened the study of Genovate and Madrigal (2021) that the graduate school offers good quality graduate education, has qualified and competent professors, and implements effective policies and procedures that exceed expectations. The findings of Alhassan (2018) and Celik & Storme (2018) are recognized that graduates were generally satisfied with the programs of study and other co-curricular activities but quite dissatisfied with inadequate student services and physical facilities, with ratings of only high similar to the findings of this study. ...
We are proud to announce the release of the third quarter journal issue (Volume 5 Number 3, July-September 2022). Twelve articles were included in this issue, exploring interesting social science topics with the use quantitative and qualitative research designs, particularly ethnographic, autoethnographic, and phenomenological approaches.
Jamaal S. Omamalin explored the social dynamics of Filipino social drinking, or "tagay" employing the qualitative research design through the ethnographic method as the primary research technique. Tagay is engaged by people for reasons usually celebratory and enjoyable in nature. It possesses social dynamics and elements which gear its conduct- rules, time and place, behaviors, gender and power relations, material components, roles, mechanisms, definitions, and functions. Differing through social considerations, the identity of tagay as a Filipino drinking culture remains distinct as embodied by a single drinking glass and continues to be dynamic and adaptive, relying on those who partake. Tagay becomes what it is depending on the perception of those who participate.
Elizabeth Susan V. Suarez investigated her role as a music educator -adult learner within the context of choral pedagogy. To answer her questions, she drew from my childhood experiences and discovered that "modelling behavior” is an exemplary pedagogical tool for expedited but efficient choral rehearsal. This led to the development of the Guided Partnered Model (GPM), which has shaped the learners, choir members, and my music appreciation, developing self-esteem, self-worth, and musicianship. The ethnography method was used for data collection, and writing was assembled through hindsight. Furthermore, data analysis was gleaned from narrative inquiry, finding that the expressions of knowledge, skills, and values evidenced through stage performances have resulted in self-affirmation. This provided reflective opportunities to develop this autoethnography.
Ma. Albina A. Serra-Labrador used autoethnography to describe her experiences as a mother-teacher during the peak of the pandemic. It is in the context of her experiences and other mother-teachers working from home, conflicts in the roles played by mother-teachers at home, the expectation of society, and social norms. It is about how she perceived her reproductive and productive roles. Moreover, she interviewed mother-teachers, and their stories served as counter and conforming narratives to my narratives. The following are emerging themes: the unprecedented time; a mother is born; off the rhythm; and silver lining. These themes discussed the various phases mother-teachers grappled upon and triumphed. Writing this autoethnography was a therapeutic experience for the high emotions she had to deal with during the pandemic.
Rianne Kate V. Reyes used autoethnography to provide a layered account of her experience as a locally stranded individual, particularly how she coped and used certain privileges to get out from such a dreadful experience. She conveyed her story by also incorporating different voices through related literature and interviews of other stranded students. Her journey begins with downplaying the pandemic's severity to coming to terms with her vulnerability at that time. Being stranded is akin to being stuck in limbo, overcoming the obstacles and challenges to get home, and realizing the importance of privilege in times of hardship. The coping strategies used while stranded reflect the distinct Filipino ways of coping, such as bayanihan, pag-tiis, and utang na loob. Writing this autoethnography has proven therapeutic and allowed her to see her experience in a wider context.
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Eric M. Ragpala explored the experiences of the COVID-19 survivors during their mandatory isolation Descriptive phenomenology is the research design used in the study. Snowball sampling was utilized to determine the 24 participants of the study. The data was gathered through an online semi-structured interview conducted via Google Meet and Zoom, two video communication applications. Thematic analysis was utilized to develop themes based on the responses from the COVID-19 survivors who served as participants. The study generated four themes with twelve sub-themes. The study revealed that mental health impacts how the participants perceive, feel, behave, and perform, as well as how they plan, handle stress, and interact with others. The participants' mental health has been compromised because of the mandatory isolation, and they expressed a wide range of psychological emotions, including stress, fear, anxiety, and loneliness, that may impact their mental health. Daily communication and entertainment, an optimistic mindset, and praying regularly are the coping mechanisms identified in the study. Coping mechanisms were developed to determine the activities made by the participants to mitigate the impact of mandatory isolation on their mental health.
Benny S. Soliman, Allan B. de Guzman, and Marc Eric S. Reyes utilized descriptive phenomenological method to characterize the mental health of a select group of Filipino YLHIV. In-depth interviews with ten fully consented male participants aged 18-30 were conducted. Field texts were subjected to Collaizi's (1978) seven-step data analysis method. Interestingly, the Mental Health Tower of Youth Living with HIV emerged after thoroughly analyzing the data. This model typifies the mental health of YLHIV, which operates in an environment where both internal and external pressures make them experience (a) disruptive thoughts, (b) depressive mood, and (c) deteriorative behavior. The study has vividly described the instability of the YLHIV's mental health. Therefore, it is vital to develop a mental health program specifically designed for youth living with HIV.
Chester Alan R. Merza conducted a qualitative study to explore and analyze the formation and dissolution of straight-gay friendships among 13 Ilocano men recruited through snowball and purposive sampling. Pagtatanong-tanong, an indigenous method of data gathering, was employed. Thematic analysis and investigator triangulation were performed for analysis and validation. Results revealed that for the formation phase, Ilocano men portrayed active and passive roles that shared interest, nourishing personality, and open-mindedness were strong social motivators. Likewise, the causes of possible dissolution were growing intimacy and physical distance. Termination can be either a direct or indirect approach. The understanding of this unorthodox alliance provided communal empathy and acceptance and carried the mission to educate about the interaction of both communities.
Holden Kenneth G. Alcazaren and John Robby O. Robiños assessed the research training needs of the faculty members in a private university in Bacoor, Cavite, regarding their current research characteristics (i.e., research self-efficacy, research attitudes, and research interests) as a basis for potential research training. Focusing on a relatively small scale of faculty members, the paper compared the faculty’s demographic profile and research characteristics to further understand the overall university faculty research productivity. The findings revealed that they have an above-average confidence level with their research skills, have a somewhat positive view of research, and are likely to be interested in doing research. The study found no significant differences among the participants' research characteristics when grouped according to their gender and educational attainment. However, there is a significant difference in the research attitudes among different age groups. Results have provided an objective assessment of the current research characteristics of university faculty members that may inform potential training programs.
Shanee-Jee Llera-Nunez, Merlita V. Caelian, and Dennis V. Madrigal assessed the extent of practice of graduate attributes and the level of satisfaction with program delivery and implementation in the areas of vision, mission, goals, and objectives (VMGO), faculty, curriculum and instruction, research, student services, extension programs, physical facilities, and administration as assessed by graduates of academic years 2008 to 2020. Likewise, it investigated the challenges encountered by the graduates to complete their degrees and the reasons for enrolment. A descriptive study was conducted among 72 graduates from MPAG and 49 PhD DVM programs. The data were generated from a survey questionnaire and computed using the mean, standard deviation, frequency count, and percentage distribution. The profile of the graduates revealed that most of the rank-and-file students were promoted to either supervisory or higher management positions. Results further revealed that the practice of graduate attributes in the workplace is to a very great extent. Being spiritually sound was rated the highest while scholarly leaders of science got a slightly lower mean, both very great extent. Graduates were very highly satisfied with the program delivery and implementation. Research studies rank highest, followed by faculty. Physical facilities and student services were rated high only. Among the challenges encountered by graduates are concerns on thesis/dissertation writing, social relationships and work responsibilities, compulsory attendance to classes, inadequate services, and insufficient information.
Hendra Hendra, Achmad Ridwan, and Agung Dharmawan Buchdadi examined the characteristics of excellent Buddhist sermons among Buddhist householder priests (Pandita) in Indonesia. It further investigated the discourse of a standard of an excellent Buddhist sermon in the context of Pandita. This qualitative research employed a single-case-study method that connects the analysis of documentation studies, observations, and in-depth interviews. The findings exhibited three key dimensions and indicators through which a Pandita is expected to employ in their duties related to Buddhist sermon, namely, bringing benefits, skillful delivery, and quality of the content. The findings may benefit future research on the competency framework of sermon training in Indonesia for Panditas.
Feliciana P. Jacoba, Arneil G. Gabriel, Olive Chester M. Cuya-Antonio, Corinthian M. Obispo, and Jocelyn P. Gabriel examined the relationship between Emotional Quotient (EQ), profile, and faculty performance are important. The 175 faculty of a Higher Education Institution (HEI) in the Philippines were randomly selected. Employing Jerabek's (1996) Emotional Intelligence Test, EQ was found, on average, to indicate the faculty’s ability to recognize and deal with their own and others’ emotions effectively. Analysis of variance, regression, and Pearson Correlation revealed a significant positive correlation between teaching performance and their EQ, confirming that emotional intelligence influences teaching performance. Further, the combined impact of education and academic rank influences EQ, which may be the basis for further study. It is recommended that EQ be considered by HEIs when hiring faculty. Intelligence and emotional quotient are equally important in generating high performance. Therefore, the study may contribute to the significance of faculty's EQ on productivity.
Leomarich F. Casinillo evaluate the different determinants that significantly influenced the engineering students' level of challenge in learning statistics in the new normal with the aid of a structured questionnaire by means of a Google form survey. Descriptive statistics and multiple linear regression analysis were employed to extract meaningful information from the gathered data. Results showed that the students' perception score for the level of challenge in learning statistics is 7.37 (±1.99), which can be interpreted as "challenging." This implies that students face challenges as they learn statistics lessons amid the pandemic setup. The regression models constructed have revealed that "age", "sex", "learning environment", "money spent on internet load", "physical health", and "creativity of statistics lessons" are the significant causal factors of the level of challenge in learning statistics. Conclusively, statistics teachers must adjust and be considerate to their students regarding their learning needs in line with the pandemic setup.
Ma. Ron-Ron B. Pescador and Merlita V. Caelian determined the extent of implementation of revenue generation programs in cities for the fiscal years 2019-2020 as assessed by a sample size of 312 implementers and 411 stakeholders. It also assessed the effectiveness of the collection strategies employed by local treasurers and investigated the challenges encountered and the best practices of cities in implementing revenue generation programs. Using descriptive analysis, the results generally revealed that the extent of implementation of the revenue generation program is to a great extent. Collection strategies employed by the treasurers were found effective. Three groups of challenges emerged from the study; those challenges are common to treasurers and assessors, most of which are administrative in nature, including poor tax administration and corruption. The challenges for assessors include outdated valuation of properties due to irregular general revision resulting in a small tax base. Challenges for treasurers concern their compliance with government regulations and ordinances. The best practice recommended by stakeholders is adopting the electronic payment system and simplifying the tax system. The study concluded that the great extent of implementation of the revenue-generation programs using effective collection strategies led to efficient tax administration, resulting in self-reliant cities that minimize challenges and link best practices to viable service enhancements.
The research findings attempt to address the gap in the literature and may serve as the basis for policies, programs, and plans of action that will enhance organizational practices and improve the quality of life.
We congratulate all authors for the publication of your papers in this issue. Likewise, we extend our heartfelt appreciation to our referees and editors who did the rigorous review of the articles.
Happy researching!
... This result is comparable to various studies that have investigated the mediating role of CA. For instance, Nilforooshan and Salimi (2016) found that CA mediated the relationship between personality and career engagement, and Celik and Storme (2018) found that CA mediated the relationship between trait emotional intelligence and academic satisfaction. In Woo's (2018) study, CA mediated the relationship between personality traits and intrapreneurship, and in Shin and Lee's (2018) study, a mediation effect of CA between regulatory focus and CDMSE was found. ...
As modern society experiences rapid changes, the unpredictability of the labor market is increasing. University students preparing to join the workforce may experience increased anxiety and stress due to the heightened uncertainty regarding their career plans. Regulating such negative emotions and adjusting to the changing circumstances may influence their career development. Thus, the current study aimed to investigate the relationship between cognitive emotion regulation (CER) — specifically adaptive CER and maladaptive CER — and career decision-making self-efficacy (CDMSE), with career adaptability (CA) as a mediating factor. The path analysis model consisting of adaptive CER, maladaptive CER, CA, and CDMSE was tested with 357 Korean university students who were facing the school-to-work transition. The results of the study were as follows. First, adaptive CER was positively related to CA and CDMSE, while maladaptive CER was negatively related to CA only. Second, CA and CDMSE were positively related. Third, CA partially mediated the relationship between adaptive CER and CDMSE and fully mediated the relationship between maladaptive CER and CDMSE. Based on these results, theoretical and practical implications are proposed, and the limitations of the study are discussed.
... According to these authors, individuals who present high levels of ability to manage emotional information may enhance their ability to plan their vocational future, take responsibility for their career, explore their environment but also lead to a higher level of confidence in managing career-related difficulties. Over recent years, compelling evidence corroborates this cross-sectional study by showing the mediating role of career adaptability through the relationships between emotional intelligence and academic satisfaction (Celik & Storme, 2018), academic engagement , self-perceived employability, and career indecision , and job search success (Mittal, 2020). A recent meta-analysis gathering eight studies also showed the positive relationship between emotional intelligence and career adaptability (r = .446, ...
... As developed in Chapter 1 and in contrast to the other theoretical models, different authors empirically examined this model. More specifically, some authors examined the mediating effect of career adaptability (i.e., Adaptability resources) through the relationships between emotional intelligence (i.e., Adaptivity) and academic satisfaction, academic engagement, perceived employability, and career indecision (i.e., Adaptation results; Celik & Storme, 2018;. A burgeoning literature tends progressively to provide empirical evidence with regard to this model, as shown by the recent meta-analyses of Rudolph and colleagues Rudolph, Lavigne, Katz, et al., 2017). ...
... Indeed, most research on emotional intelligence relied upon cross-sectional designs using regression or correlation analyses (e.g., Dahl et al., 2008;. A series of studies has also performed mediation models to test the career construction theory (Celik & Storme, 2018;. More specifically, they tested how career adaptability mediated the relationship between emotional intelligence and career-related outcomes. ...
Individuals’ career development represents a continuous adaptation process toward professional development and life goals. In this context, an increasing number of studies have recognized emotional intelligence as an important resource to cope
with career-related challenges. This doctoral dissertation aims to address three objectives: questioning, extending, and integrating what we know about emotional intelligence in career development. This manuscript first proposes an original review of the limitations in the study of emotional intelligence in the career context. Second, the present findings develop a more nuanced picture of emotional intelligence, examine unexplored career-related outcomes, and present the results of a meta-analysis. This doctoral dissertation conveys significant theoretical and practical implications with regard to the concept of emotional intelligence but also in order to help individuals throughout their career development.
... In higher education literature, most studies have focused on how university education affects employment after graduation (Bahr, 2019;Bills, 2003;Hsu et al., 2021). But some studies consider the opposite direction, namely how students' employability affects their academic and life on campus (Celik & Storme, 2018;Lenton, 2015;Silva et al., 2020). For example, those with more career-related psychological resources tend to have a higher level of academic satisfaction (Celik & Storme, 2018). ...
... But some studies consider the opposite direction, namely how students' employability affects their academic and life on campus (Celik & Storme, 2018;Lenton, 2015;Silva et al., 2020). For example, those with more career-related psychological resources tend to have a higher level of academic satisfaction (Celik & Storme, 2018). Similarly, students tend to positively evaluate their academic courses if they think they could get a good job (Lenton, 2015). ...
... Academic satisfaction refers to the degree to which students are satisfied with their academic life (Lent et al., 2007). Much empirical career-related research replaces the term job satisfaction with academic satisfaction when university students are the samples (Celik & Storme, 2018;Duffy et al., 2015;Ghosh et al., 2019), because academic environments, similar to work environments, provided different opportunities to realize self-concept, use skills and interests, and strengthen patterns (Allen, 1996). University student samples, confirm that those with high levels of perceived employability tend to have a high level of career satisfaction (Dacre Pool & Qualter, 2013;Gunawan et al., 2021). ...
This paper investigates the impact of human capital, social capital, career planning behavior, protean career orientation and core self-evaluations on students’ academic and life satisfaction in China, with the mediation effect of perceived employability and moderation effect of perceived labor market conditions. Data were collected by distributing online questionnaires to 1155 students in three types of universities. All the hypothesized direct paths and the mediation effects were supported. The moderation effect was partially supported. Perceived employability contributes to positive evaluations about life and academic work, and the perception of labor market condition could be enhanced to improve students’ academic evaluations.
... It has been found that individuals' academic satisfaction levels increase in parallel with their career adaptability (Wilkins-Yel et al., 2018). In different studies, the relationships between various mediator variables and career adaptability and academic satisfaction were examined (Celik & Storme, 2018;Wilkins-Yel et al., 2018). ...
The aim of this research is to propose a structural equation model that empirically deals with the applicability of the career construction model in explaining the academic and life satisfaction of special education teacher candidates and tests this model. This research studying at a public university located in Turkey, 165 (71.1%) were female and 67 (29.9%) of 232 volunteers participated in a pre-service special education teachers. Two-Dimensional Self-Esteem Scale, Career Adaptability Scale, Career Decision Self-Efficacy Scale, Academic Satisfaction Scale and Life Satisfaction Scale were used as data collection tools. Data analysis was carried out with two-stage structural equation modelling. According to the results, the final structural model accepted proposed indirect effects of adaptivity on adaptation results via adaptability and adapting responses. Also the final structural model observed direct effects of adaptivity on adapting responses and adaptability on adapting responses, adaptivity on adaptability and adaptability on adaptation results.
... In order to address the emotional nature of career transitions and to respond to calls for a better inclusion of emotional processes in vocational research , our second objective was to investigate the relations between career adaptability profiles and two important emotional correlates: emotional intelligence and anticipatory emotions. On the one hand, emotional intelligence has been identified as a key antecedent of career adaptability (Celik & Storme, 2017;Coetzee & Harry, 2014;Udayar et al., 2018). However, the number of empirical efforts regarding their relation is still limited and it remains unclear how these relations would translate in a person-centered framework. ...
... This is consistent with previous variable-centered research evidence considering emotional intelligence as an important factor of adaptive functioning in individuals' careers. Previous research has already shown that emotional intelligence was an antecedent of career adaptability (Coetzee & Harry, 2014; and that career adaptability mediated the impact of emotional intelligence on several outcomes such as academic satisfaction, academic engagement, employability, and career decision-making (Celik & Storme, 2017;Udayar et al., 2018). We expected that emotionally intelligence individuals would be more aware of their career aspirations and more future-oriented (i.e., concerned), perceive better control over career-related tasks (i.e., control), evaluate careerrelated tasks positively and more able to anticipate the emotional consequences of their choices and behaviors (i.e., curiosity), and build confidence in overcoming emotional situations (i.e., confidence). ...
... Importantly, the examination of predictors of profile membership is of great importance in order to address the construct validity of the profiles and show that they reflect substantial and valid different populations . Nonetheless, these results are largely in line with previous research highlighting the predictive effect of emotional intelligence on career adaptability in cross-sectional and longitudinal studies (Celik & Storme, 2017;Coetzee & Harry, 2014;Udayar et al., 2018). This suggests that disposing of a high level of general adaptive functioning, particularly in emotional situations, stimulates the use and the development of career adapt-abilities. ...
Most future educational and career transitions represent major life events that individuals anticipate to a considerable extent, possibly with multiple emotions at the same time. However, few studies have examined the emotions that individuals experience when they anticipate a future educational or career transition, imagine how it will occur, the consequences it will have for them, and visualize their coping efforts. The aims of the present dissertation are fourfold. First, we explore individuals’ combinations of multiple future-oriented emotions at the prospect of three major educational and career transitions: (a) the transition from high school to higher education, (b) the transition from higher education to the job market, and (c) the transition from unemployment to employment. Due to the rather exploratory nature of our first research question, our second objective pertains to the replication of these combinations and the investigation of similarities between several groups of individuals based on (a) gender, (b) institutional context, and (c) the temporal distance before the transition. Third, we examine several antecedents of individuals’ combinations of future-oriented emotions. These antecedents ranged from career-related constructs such as career decidedness and career adaptability to affective mechanisms such as cognitive appraisals, trait affect, and emotion regulation. Finally, we examine the behavioral effects of future-oriented emotions in terms of anticipated vocational planning and effort. Overall, the present dissertation brings several implications in highlighting the combinations of future-oriented emotions that individuals experience when anticipating important vocational transitions, a research strand that is scarce both in vocational and emotion research. From a practical point of view, the evidence of several combinations—and the differences and similarities among several groups or contexts—carries practical implications for designing and implementing career-related interventions. Finally, examining antecedents and outcomes of future-oriented emotions combinations underlines the importance of taking emotional anticipation processes into account when individuals prepare for and cope with major educational and career transitions.
... Notwithstanding the lack of studies on the relationship between EI and student satisfaction with their university experience, EI was found to be associated with a better transition experience as well as higher levels of academic and life satisfaction in college (Celik & Storme, 2018;Kong et al., 2012;Urquijo & Extremera, 2017). Moreover, EI is positively related to academic satisfaction as high EI individuals tended to have higher levels of academic engagement , which enhances academic achievement as well as social relationships and adaptation to the university (Urquijo & Extremera, 2017). ...
Emotional intelligence (EI) is foundational to students’ success in the university. However, past studies on EI in the higher education context have mostly focused on how EI is related to academic achievement neglecting student engagement and other learning-related outcomes (e.g., generic outcomes). In this study, we examined whether and how individual differences in EI influence students’ learning, engagement, and achievement during their first year at university. An explanatory sequential mixed-methods design was used to garner both quantitative and qualitative insights. We recruited and followed up with 560 first-year students in Hong Kong. The quantitative findings revealed a strong EI gradient with more emotionally intelligent students having higher levels of learning, engagement, and achievement. Qualitative findings corroborated the quantitative results and further showed that emotionally intelligent students are goal-directed, assertive, and self-regulated. Taken together, this study sheds light on the importance of EI for the optimal functioning of first year university students. Theoretical and practical implications of the findings are discussed.
