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Liu et al. BMC Psychology (2025) 13:431
https://doi.org/10.1186/s40359-025-02742-9 BMC Psychology
*Correspondence:
Yun Liu
liu2024yun@163.com
1Kunming Student Assistance Management Center, Yunnan 650500,
Kunming, China
2Preschool and Primary Education School, China West Normal University,
Nanchong 637000, Sichuan, China
3Education and Science School, Jiamusi University, Jiamusi 154007,
Heilongjiang, China
Abstract
Background This study explores the interrelationships among emotional intelligence, conict resolution skills, sense
of belonging, and life satisfaction among university students in Mainland China. Drawing from Baumeister and Leary’s
theory of belongingness, this research examines both the direct and indirect eects of emotional intelligence and
conict resolution skills on life satisfaction, with sense of belonging serving as a mediator.
Methods A sample of 369 university students completed validated self-report measures assessing emotional
intelligence, conict resolution skills, sense of belonging, and life satisfaction during the 2023–2024 academic year.
Structural equation modeling was used to test the hypothesized relationships.
Results The results revealed signicant positive direct eects of both emotional intelligence (β = 0.32, p <.01) and
conict resolution skills (β = 0.27, p <.01) on life satisfaction. Additionally, sense of belonging signicantly mediated the
eects of both emotional intelligence (β = 0.19, p <.01) and conict resolution skills (β = 0.18, p <.01) on life satisfaction,
underscoring the importance of social integration in student well-being.
Conclusion The ndings suggest that students with higher emotional intelligence and eective conict resolution
skills experience greater life satisfaction, partly due to an enhanced sense of belonging. These results have signicant
theoretical and practical implications for educational institutions aiming to foster student well-being by advocating
for interventions that promote emotional intelligence, conict resolution skills, and a supportive, inclusive campus
environment.
Keywords Emotional intelligence, Conict resolution skills, Sense of belonging, Life satisfaction, Structural equation
modeling, University students, Well-being, Social integration
Examining the links between sense
of belonging, conict resolution skills,
emotional intelligence, and life satisfaction
in Chinese universities
YunLiu1*, BinZeng2 and LiangChang3
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Page 2 of 18
Liu et al. BMC Psychology (2025) 13:431
Introduction
University life marks a major turning point for young
adults, as they leave behind familiar home environ-
ments and established social networks to adjust to new
academic and social surroundings [1, 2]. is transition
frequently entails moving away from family and typical
support systems, compelling students to manage new
challenges and responsibilities [3, 4]. Balancing academic
expectations while forming new relationships can be
particularly difficult for students who are still develop-
ing their identities and coping mechanisms [5–7]. is
adjustment process introduces stressors that can affect
their overall well-being and life satisfaction [8, 9].
Life satisfaction, defined as an individual’s subjective
evaluation of happiness and fulfillment across various life
domains [10, 11], is a key indicator of well-being during
this transitional phase. Research has consistently shown
that higher life satisfaction is associated with better phys-
ical health, improved mental health, and positive behav-
ioral outcomes [12, 13]. Understanding the factors that
influence life satisfaction among university students is
critical for supporting their well-being during this impor-
tant period [5].
A strong sense of belonging is one such factor. It refers
to the feeling of being accepted, valued, and included
within a group [14]. For students navigating new social
environments, a sense of belonging can serve as a cor-
nerstone for psychological well-being, motivation, and
academic success [15]. ose who feel connected to their
academic community tend to exhibit higher levels of
engagement and achievement [16]. Studies consistently
highlight the positive association between a sense of
belonging and life satisfaction among university students
[6, 17–19].
Another important factor is the ability to effectively
manage and resolve conflicts. Conflict resolution skills
encompass communication, negotiation, and emotional
regulation abilities that are crucial for addressing dis-
agreements and building healthy relationships [20]. As
students interact with diverse peers and face new social
dynamics, these skills become essential. Effective conflict
resolution is linked to stronger relationships, reduced
stress, and greater life satisfaction [21–23]. Research
indicates that university students with strong conflict
resolution skills report higher levels of life satisfaction
[23–26].
Despite the recognized importance of emotional intel-
ligence and conflict resolution skills, how these factors
jointly impact life satisfaction among university stu-
dents remains insufficiently understood. In particular,
the mediating role of sense of belonging in these rela-
tionships has not been thoroughly examined. is study
addresses this gap by proposing that sense of belonging
serves as a key mechanism linking emotional intelligence
and conflict resolution skills to life satisfaction. Sense of
belonging, defined as feeling accepted and valued within
a group [14], is critical for students transitioning to uni-
versity life, as it significantly influences their well-being
and academic success [15]. Students with higher emo-
tional intelligence tend to better understand and manage
their own emotions and those of others [27], which facili-
tates meaningful connections and helps them integrate
more effectively into their new social environments [28].
Similarly, well-developed conflict resolution skills allow
students to navigate interpersonal disagreements con-
structively, fostering positive relationships and reinforc-
ing their sense of inclusion in the university community
[20].
is study examines how sense of belonging mediates
the relationships between emotional intelligence, conflict
resolution skills, and life satisfaction, offering insights
into the mechanisms that shape student well-being dur-
ing the transition to university. is focus is particularly
relevant in Chinese universities, where students navigate
high academic expectations alongside social adjustments
in a new environment. e academic contribution of
this research lies in its exploration of the mediating role
of sense of belonging, a factor that has received limited
attention in studies on emotional intelligence and conflict
resolution skills in the context of Chinese higher educa-
tion. While prior research has primarily focused on the
direct effects of these variables on life satisfaction, this
study integrates them into a broader model, providing a
more comprehensive understanding of how interpersonal
and intrapersonal factors influence life satisfaction dur-
ing a critical developmental period.
From an educational perspective, the findings have
practical implications for universities and educators.
Recognizing the role of sense of belonging in mediating
the impact of emotional intelligence and conflict resolu-
tion skills on life satisfaction highlights the need for cre-
ating supportive and inclusive campus environments.
Universities can develop programs that promote social
integration, such as mentorship, peer support groups,
and collaborative learning opportunities. Additionally,
incorporating emotional intelligence and conflict resolu-
tion training into curricula or extracurricular activities
can equip students with essential skills for building rela-
tionships and managing social challenges. By fostering
a sense of belonging, universities can not only enhance
student well-being but also improve broader institutional
outcomes, such as retention and engagement. us, this
research provides valuable insights that can guide the
development of policies and practices aimed at support-
ing student success and well-being in higher education.
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Liu et al. BMC Psychology (2025) 13:431
Literature review
Evaluating happiness: insights into life satisfaction
Life satisfaction, defined as an individual’s subjective
evaluation of happiness and fulfillment across differ-
ent life domains [10, 29], serves as a crucial dimension
of subjective well-being. Numerous studies establish its
strong association with both mental and physical health,
illustrating how higher levels of life satisfaction correlate
with better overall well-being, including increased resil-
ience and enhanced coping abilities [12, 30]. ose with
greater life satisfaction tend to exhibit more effective
stress management and stronger psychological adjust-
ment mechanisms [12].
Several factors contribute to life satisfaction, with indi-
vidual predispositions such as personality traits playing a
prominent role. For instance, traits like optimism, extra-
version, and conscientiousness are positively associated
with higher life satisfaction, while neuroticism and intro-
version are often linked to lower levels [5]. ese per-
sonality-related tendencies underscore the influence of
emotional resilience and mental health in shaping one’s
sense of fulfillment [5]. Additionally, social connections
are critical. A robust social support network, encom-
passing interpersonal relationships and a strong sense
of belonging, significantly enhances life satisfaction [11].
e presence of meaningful social ties offers individu-
als emotional sustenance, fostering a greater capacity to
cope with life’s challenges and maintain a sense of per-
sonal fulfillment [6, 17].
Within educational settings, life satisfaction emerges
as an influential factor contributing to academic per-
formance, student motivation, and overall well-being.
Research reveals that students who report higher levels of
life satisfaction often exhibit stronger academic achieve-
ment, greater engagement in learning, and reduced
behavioral problems [13, 31]. is relationship suggests
that promoting well-being can have tangible educational
benefits, helping students thrive both emotionally and
academically. Moreover, there is evidence to suggest that
teacher well-being can indirectly affect student life satis-
faction. For example, teachers who possess strong emo-
tional regulation skills and experience lower levels of
burnout are more likely to foster positive classroom envi-
ronments, thereby enhancing student outcomes [32].
Life satisfaction is also dynamic, fluctuating in response
to life transitions and external stressors [12, 11]. Major
events, such as the transition to university life or navigat-
ing academic pressures, can significantly influence stu-
dents’ perceptions of their well-being. In this context, the
importance of social connections and a sense of belong-
ing becomes even more pronounced. Students who feel
connected to their peers and academic communities tend
to report higher life satisfaction, as these relationships
provide emotional support and a sense of security during
challenging times [6, 17, 18].
Fostering a sense of belonging within the educational
context has emerged as a pivotal theme in the literature.
Strong social support networks within schools, coupled
with positive peer interactions, can play a critical role in
promoting students’ well-being [32, 33]. Moreover, stu-
dents equipped with soft skills such as self-regulation,
motivation, and emotional management tend to dem-
onstrate greater resilience in the face of stress, further
contributing to their life satisfaction [34, 35]. ese
skills empower students to navigate academic challenges
more effectively, enhancing their overall well-being [34].
Finally, it is essential to acknowledge the impact of exter-
nal stressors on life satisfaction, as highlighted by the
longitudinal study by Rogowska et al. [36]. eir research
demonstrates that life satisfaction can vary significantly
in response to changing circumstances, emphasizing
the importance of resilience-building strategies within
educational frameworks. Schools and universities can
integrate interventions that teach coping mechanisms,
emotional intelligence, and problem-solving skills to help
students maintain stability in their well-being, particu-
larly during periods of transition or stress.
By recognizing the multifaceted nature of life satisfac-
tion and the wide range of factors influencing it, educa-
tors and policymakers can design learning environments
that support student well-being. Such environments fos-
ter emotional resilience, encourage social connectedness,
and promote the development of critical life skills, all of
which contribute to students’ academic success and over-
all satisfaction with life.
Resolving conicts: strategies for eective resolution
Conflict resolution, defined as the ability to manage
and resolve disagreements constructively, is essential in
navigating both interpersonal and professional relation-
ships [20, 37]. is skillset encompasses communication,
emotional regulation, negotiation, and problem-solv-
ing—competencies critical for mitigating disputes and
fostering healthier relationships [20, 21]. Individuals with
strong conflict resolution abilities are better equipped to
navigate tensions, promoting mutual understanding and
facilitating more positive social and emotional outcomes
[21, 38].
At the heart of conflict resolution lies effective com-
munication. Skills such as active listening, empathy,
and assertiveness enable individuals to express their
views while respecting others’ perspectives, creat-
ing opportunities for collaborative problem-solving
[38, 39]. In educational contexts, these skills are par-
ticularly vital. Teachers with strong conflict resolution
abilities can mediate student disputes and manage class-
room dynamics, fostering an environment conducive to
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Liu et al. BMC Psychology (2025) 13:431
social-emotional development [40–42]. Similarly, stu-
dents who can manage conflicts constructively are more
likely to build stronger peer relationships and experience
reduced stress [40]. Beyond interpersonal relationships,
conflict resolution plays a critical role in organizational
settings. It has been linked to improved teamwork, job
satisfaction, and productivity [43, 44]. Employees who
can address conflicts constructively contribute to a posi-
tive work environment, prioritizing collaboration and
respect [44]. ese skills enhance organizational com-
mitment and overall job satisfaction, underscoring the
importance of conflict resolution in both personal and
professional settings [20].
Research consistently demonstrates a strong link
between conflict resolution and life satisfaction. Individ-
uals who effectively manage conflicts tend to experience
reduced interpersonal stress and improved emotional
well-being [24, 26]. Among adolescents and university
students, constructive conflict resolution significantly
contributes to life satisfaction. For example, Dost-Gözkan
[45] found that problem-solving approaches to conflicts
with parents and peers were positively associated with
life satisfaction, while avoidance strategies were linked
to lower satisfaction. Similarly, Gál et al. [46] emphasized
that social problem-solving skills enhance students’ well-
being and satisfaction in academic settings, highlight-
ing the importance of conflict resolution in promoting
supportive school environments. Beyond interpersonal
dynamics, conflict resolution skills are essential for
addressing broader life challenges, such as balancing
work and family responsibilities. Research indicates that
individuals who effectively manage work-life conflicts
report higher levels of job and life satisfaction [22, 47].
For instance, Taşdelen-Karçkay and Bakalım [48] found
that work-life balance mediated the negative impact of
work-family conflict on life satisfaction, illustrating how
conflict resolution can mitigate stress from competing
life demands.
In educational contexts, conflict resolution skills not
only foster social integration but also support academic
success. Students with strong conflict management abili-
ties are better equipped to handle peer disputes, reduce
bullying, and maintain positive relationships with both
peers and faculty [41]. Roberson et al. [49] found that
effective conflict management was associated with
greater relationship satisfaction and academic adjust-
ment among college students. ese findings suggest
that students who navigate conflicts successfully not only
experience better social outcomes but also perform bet-
ter academically. Furthermore, emotional regulation—
an integral component of conflict resolution—has been
shown to positively influence students’ ability to adapt to
new academic and social settings. Zhao et al. [50], in their
study on Chinese adolescents, found that constructive
conflict resolution strategies, such as conciliation, were
linked to higher life satisfaction, particularly in resolving
conflicts with fathers. is underscores the importance
of emotional regulation in fostering well-being, espe-
cially within the family context. e relevance of conflict
resolution extends to professional domains as well. In
the workplace, these skills are crucial for maintaining a
healthy work-life balance and preventing burnout. Marič
et al. [51] demonstrated that effective management of
work-life conflict was essential for enhancing life satisfac-
tion among higher education lecturers. is highlights
the value of conflict resolution in reducing work-related
stress and improving overall life satisfaction in profes-
sional settings.
Overall, conflict resolution skills are vital for promot-
ing life satisfaction across various life domains, including
personal, academic, and professional contexts. Individu-
als with strong conflict management abilities are better
positioned to handle stressors, maintain emotional well-
being, and foster positive relationships. Whether in man-
aging interpersonal dynamics or balancing multiple life
roles, conflict resolution not only enhances relationships
but also contributes to a broader sense of satisfaction and
fulfillment in life. Educational and workplace settings,
in particular, should prioritize the development of these
skills to support overall well-being.
Fostering connection: the role of belonging in well-being
A sense of belonging, defined as the perception of being
accepted and valued within a group, is integral to stu-
dents’ psychological well-being, motivation, and aca-
demic success [14]. Research consistently shows that
students who experience a strong sense of belonging
demonstrate higher levels of engagement, motivation,
and academic achievement [16]. In academic environ-
ments, this sense of belonging fosters active participa-
tion in support networks, extracurricular activities, and
perseverance through academic challenges [52]. How-
ever, cultivating belonging requires intentional efforts
from both students and institutions. Positive interactions
with peers and faculty, opportunities for meaningful par-
ticipation, and the establishment of a supportive campus
climate are critical components [33]. Perceptions of fair-
ness and inclusivity are especially important for students
from diverse backgrounds, ensuring that all individuals
feel welcomed and integrated into the community [54].
As a result, students who feel they belong report greater
academic engagement, persistence, and overall satisfac-
tion with their college experience, while also develop-
ing a stronger sense of identity and purpose [15, 55]. To
support this, educational institutions can foster inclu-
sive environments, provide peer mentoring programs,
and offer collaborative learning opportunities that pro-
mote social integration and academic success [56, 57].
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Liu et al. BMC Psychology (2025) 13:431
Beyond the academic context, a strong sense of belong-
ing is consistently linked to life satisfaction across various
populations [6, 18, 19]. Adolescents navigating complex
developmental changes [18, 58–60], as well as individu-
als adjusting to new environments, such as immigrants,
benefit significantly from feeling integrated within their
communities [17]. A sense of belonging fosters social
connectedness, which enhances life satisfaction by rein-
forcing a sense of mattering and purpose in life [18, 61].
A growing body of research emphasizes the mediating
role of belonging in the relationship between emotional
intelligence and life satisfaction. Emotional intelligence
significantly influences individuals’ ability to form social
connections, manage rejection, and enhance well-being
[27]. Moeller et al. [62] demonstrated that emotional
intelligence not only directly predicts psychological well-
being but also indirectly affects it by enhancing a sense
of belonging. Emotionally intelligent students are more
likely to form meaningful relationships, experience less
isolation, and report higher life satisfaction. Similarly,
Satıcı et al. [63] found that belonging mediates the rela-
tionship between emotional intelligence and life satis-
faction, highlighting how emotional capacities in social
environments are crucial for fostering a sense of belong-
ing, which in turn promotes life satisfaction.
Tian et al. [19] expanded on this by showing that emo-
tional regulation, a core component of emotional intel-
ligence, positively influences both belonging and life
satisfaction. eir findings underscore the role of emo-
tional competence in academic settings, where students
with stronger emotional regulation skills are better able
to build social connections and succeed. Additionally,
Balluerka et al. [64] demonstrated that emotional intel-
ligence at the class level enhances both individual and
collective well-being by fostering an emotionally sup-
portive social climate, which strengthens students’ sense
of belonging. ese studies suggest that emotional intel-
ligence benefits not only individuals but also improves
the overall educational environment, contributing to life
satisfaction.
In non-academic contexts, Olasupo et al. [65] showed
that emotional intelligence enhances life satisfaction by
fostering social connectedness, a concept closely related
to belonging. eir research indicated that emotional
skills, which help individuals build and maintain social
bonds, are essential for sustaining life satisfaction, par-
ticularly in communal settings like rural areas. Avcı [66]
further explored the mediating role of social connected-
ness between belonging and life satisfaction, especially
during social disruptions like the COVID-19 pandemic.
is research underscores the importance of fostering
belonging to maintain psychological well-being during
challenging times.
In conclusion, evidence consistently supports the
mediating role of sense of belonging in the relation-
ship between emotional intelligence and life satisfac-
tion. Emotional intelligence enhances individuals’ ability
to build meaningful social connections, which, in turn,
fosters a sense of belonging that is essential for achiev-
ing life satisfaction. ese findings suggest that interven-
tions aimed at improving emotional intelligence could be
an effective strategy for enhancing belonging and, conse-
quently, overall well-being.
Understanding feelings: exploring emotional intelligence
Emotional intelligence (EI) is recognized as a critical fac-
tor in shaping both personal and professional aspects
of life. It involves the capacity to perceive, understand,
regulate, and manage emotions effectively [27], allowing
individuals to navigate complex social situations, solve
problems, and make sound decisions [28]. e benefits
of EI extend across multiple domains, with research
showing that individuals with higher levels of EI tend
to exhibit improved psychological adjustment, stronger
interpersonal relationships, and enhanced job perfor-
mance [67, 68]. Moreover, EI is associated with lower
stress levels, better mental health, and an increased abil-
ity to build resilience when facing adversity [69].
In educational settings, EI plays an equally vital role.
Students with higher emotional intelligence often excel
both academically and socially, as they demonstrate bet-
ter self-regulation, enhanced social skills, and a generally
more positive school experience [70]. For teachers and
administrators, EI contributes to managing classroom
dynamics effectively, fostering supportive relationships
with students, and creating learning environments that
prioritize student well-being [70]. Furthermore, emo-
tionally intelligent leadership has been linked to organi-
zational success, with leaders exhibiting greater ability
to inspire, motivate, and resolve conflicts [71]. Organiza-
tional benefits of EI extend beyond leadership. Organiza-
tions that invest in emotional intelligence development,
whether through training programs or social-emotional
learning initiatives, report improvements in employee
satisfaction, reduced turnover, and enhanced productiv-
ity [71]. While EI is not a fixed trait, it can be cultivated
through interventions such as mindfulness training and
emotional skills development programs [67, 72, 73].
e relationship between EI and life satisfaction is
well-documented across diverse populations. Research
consistently highlights that individuals with higher emo-
tional intelligence tend to experience greater life satisfac-
tion due to their ability to regulate emotions, maintain
emotional stability, and build meaningful social connec-
tions [74–76]. is link has been observed in university
students, adolescents, and individuals facing social chal-
lenges such as bullying [77, 78, 79]. Emotional regulation
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Page 6 of 18
Liu et al. BMC Psychology (2025) 13:431
plays a crucial role in helping individuals manage stress,
which in turn supports emotional well-being. It is closely
linked to resilience, a protective factor that mitigates
the effects of stress and contributes to life satisfaction.
Azpiazu Izaguirre et al. [80] found that emotional regu-
lation and resilience significantly predict life satisfaction
in adolescents, showing that individuals with high emo-
tional intelligence (EI) are better equipped to manage
their emotions and build resilience, ultimately enhanc-
ing their overall well-being. Similarly, Yigit and Ragip
[81] reported that university students who effectively
regulated their emotions were more likely to experi-
ence greater life satisfaction, underscoring the role of EI
in shaping emotional responses during the transition to
adulthood.
Ng et al. [82] further extended this understanding by
examining how emotional regulation mediates the rela-
tionship between stressful life events and life satisfaction
among adolescents. eir findings indicate that indi-
viduals with strong emotional regulation skills are better
able to buffer the negative effects of stress, maintaining
higher life satisfaction. is emphasizes the role of EI in
fostering resilience during key developmental periods
marked by stress. e stress-buffering function of emo-
tional intelligence is also supported by studies exploring
perceived stress as a mediator. Urquijo et al. [83] found
that EI not only directly enhances life satisfaction but also
reduces perceived stress, indirectly improving overall
well-being. is is particularly relevant for young adults
entering professional roles, where EI proves valuable in
managing the challenges associated with early career
development.
Ruiz-Aranda et al. [84] explored similar dynamics in
female student health professionals, finding that emo-
tional intelligence reduced perceived stress and increased
life satisfaction over time. eir longitudinal study
emphasized the importance of EI in high-stress profes-
sions such as healthcare, where the ability to manage
stress contributes significantly to both personal well-
being and professional satisfaction. Additionally, Liu et
al. [85] demonstrated that resilience and affect balance
mediate the relationship between EI and life satisfac-
tion. eir findings suggest that individuals with higher
emotional intelligence are more likely to experience
emotional stability and resilience, which in turn fos-
ters a more positive outlook and greater life satisfaction
over time. is reinforces the concept that EI promotes
emotional adaptability, helping individuals maintain
well-being in the face of adversity. In a related study con-
ducted with university students in China, Shengyao et al.
[86] also found a positive association between emotional
intelligence and psychological well-being, highlighting
the role of positive psychological characteristics as medi-
ators in this relationship.
In summary, emotional intelligence is a pivotal fac-
tor in fostering emotional regulation, reducing stress,
and enhancing resilience—three key contributors to life
satisfaction. By equipping individuals with the tools to
better manage their emotions and navigate social chal-
lenges, EI plays a critical role in promoting overall well-
being. ese findings suggest that interventions aimed
at enhancing emotional intelligence could significantly
impact life satisfaction, particularly by helping individu-
als cope with stress and develop resilience in complex
emotional landscapes.
The conceptual model
e proposed conceptual model (see Fig. 1) examines
the relationships among emotional intelligence, conflict
resolution skills, sense of belonging, and life satisfaction
in university students. Based on existing literature, we
hypothesize that both emotional intelligence and conflict
resolution skills directly affect life satisfaction, with sense
of belonging serving as a mediator.
H1: emotional intelligence is positively and directly
associated with life satisfaction
Emotional intelligence refers to the ability to perceive,
understand, regulate, and manage emotions effectively
[27]. Individuals with higher emotional intelligence navi-
gate social and emotional challenges more easily, directly
enhancing their well-being. Research consistently shows
that emotional intelligence significantly promotes life
satisfaction across diverse populations. For example,
individuals with higher emotional intelligence are bet-
ter at regulating their emotions and maintaining emo-
tional stability, which reduces stress and fosters a positive
emotional state [75, 80]. Strong emotional regulation is
associated with lower anxiety and improved coping with
daily stressors, leading to higher life satisfaction [76, 83].
Additionally, emotional intelligence enhances the ability
to build meaningful relationships and social connections,
further increasing life satisfaction. Understanding and
managing emotions facilitate positive social interactions,
which are essential for personal fulfillment and well-
being [70, 87]. us, individuals with higher emotional
intelligence are more effective at managing their emo-
tions and navigating interpersonal relationships, both of
which contribute to increased life satisfaction [77, 78, 88,
89].
H2: conict resolution skills are positively and directly
associated with life satisfaction.
Conflict resolution skills, including communication,
negotiation, and emotional regulation, are essential
for maintaining healthy interpersonal relationships
[20]. Effective conflict resolution allows individuals to
address disagreements constructively, fostering stronger
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Page 7 of 18
Liu et al. BMC Psychology (2025) 13:431
relationships and reducing the emotional strain of unre-
solved conflicts. Research indicates that managing con-
flicts positively impacts emotional well-being by lowering
interpersonal stress and creating a harmonious social
environment [20, 21]. Individuals proficient in conflict
resolution experience less stress in their social and pro-
fessional interactions, which correlates with greater life
satisfaction. Dost-Gözkan [45] found that adolescents
using problem-solving approaches in conflicts with par-
ents and peers reported higher life satisfaction. Similarly,
Gál et al. [46] discovered that students with strong social
problem-solving skills, including conflict resolution
abilities, showed higher overall well-being and satisfac-
tion in academic settings. ese findings highlight the
direct link between effective conflict management and
life satisfaction, demonstrating that conflict resolution
fosters healthier relationships and promotes emotional
well-being.
H3: sense of belonging mediates the relationship between
emotional intelligence and life satisfaction
Sense of belonging, defined as feeling accepted and val-
ued within a group [14], plays a critical mediating role in
the relationship between emotional intelligence and life
satisfaction. Emotional intelligence promotes social inte-
gration by enhancing individuals’ ability to understand
and respond to others’ emotions, facilitating meaningful
social connections and a stronger sense of inclusion [27,
28]. Research consistently shows that emotionally intel-
ligent individuals are more likely to experience a sense
of belonging due to their adeptness at navigating social
dynamics and managing interpersonal relationships
[62]. Moeller et al. [62] found that emotional intelligence
directly predicts psychological well-being and indirectly
influences it by fostering a sense of belonging. Individu-
als with high emotional intelligence experience greater
social connectedness, reducing feelings of isolation and
enhancing their sense of belonging, which in turn posi-
tively impacts life satisfaction. Similarly, Satıcı et al. [63]
demonstrated that sense of belonging mediates the rela-
tionship between emotional intelligence and life satis-
faction, emphasizing that emotional capacities in social
environments are crucial for cultivating belongingness,
thereby contributing to overall well-being. ese findings
suggest that sense of belonging is a key mechanism link-
ing emotional intelligence to life satisfaction.
H4: sense of belonging mediates the relationship between
conict resolution skills and life satisfaction
Conflict resolution skills not only directly influence life
satisfaction but also indirectly contribute to well-being
by fostering a sense of belonging. Effective conflict man-
agement is vital for maintaining positive interpersonal
relationships, which are foundational for developing a
sense of belonging [20]. When individuals navigate con-
flicts constructively, they are more likely to feel valued
Fig. 1 The conceptual model
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Liu et al. BMC Psychology (2025) 13:431
and accepted within their social groups, reinforcing their
sense of inclusion and belonging [21]. Research sup-
ports that strong conflict resolution skills enhance social
integration. For example, Roberson et al. [49] found that
effective conflict management was linked to improved
relationship satisfaction and college adjustment, both
closely related to a sense of belonging in academic set-
tings. Similarly, Gál et al. [46] reported that students with
strong problem-solving and conflict resolution abilities
felt more integrated into their school community, posi-
tively affecting their well-being.
Moreover, sense of belonging is crucial for emotional
well-being, as individuals who feel connected to their
social environment are more likely to experience higher
life satisfaction [6, 17]. By resolving conflicts effectively,
individuals strengthen their interpersonal bonds, foster-
ing a sense of belonging and enhancing life satisfaction.
erefore, sense of belonging is expected to mediate the
relationship between conflict resolution skills and life
satisfaction, as conflict resolution facilitates the develop-
ment of social connections and inclusion, key determi-
nants of well-being.
Methodology
Participant selection and recruitment strategy
A total of 369 students from a large, public univer-
sity in Mainland China voluntarily participated in this
study conducted during the 2023–2024 academic year.
e sample consisted of 189 females (51.2%) and 180
males (48.8%), with ages ranging from 18 to 24 years
old (M = 20.2 years, SD = 1.3 years). Participants were
recruited from various undergraduate programs across a
diverse range of academic disciplines, including humani-
ties, social sciences, natural sciences, and engineering.
Additionally, participants provided information about
their year in university (freshman, sophomore, junior,
senior), allowing for a comprehensive analysis of demo-
graphic influences.
We employed a convenience sampling strategy to
recruit participants. After obtaining permission from
university administrators, researchers contacted instruc-
tors of introductory courses across various disciplines.
Researchers explained the study’s objectives and proce-
dures to these instructors, who then distributed flyers
and announced the study in their classes. e materi-
als outlined the study’s purpose, required time commit-
ment, and data anonymity. Interested students accessed a
secure online survey link to review the informed consent
form and complete the questionnaires within a specified
timeframe.
e participants were screened to meet the inclusion
criteria: full-time undergraduate students aged 18–24
enrolled at the university for at least one semester. is
screening occurred through the initial section of the
online survey, where participants confirmed their age,
enrollment status, and academic standing. Responses
from those who did not meet these criteria were
excluded. Additionally, surveys with more than 20%
missing data were removed to ensure data integrity. Out
of 420 initial responses, 51 were excluded, resulting in a
final sample of 369 participants and a response rate of
approximately 88%.
We adhered to strict ethical guidelines during recruit-
ment and data collection. All potential participants
received an informed consent form detailing the study’s
purpose, procedures, potential risks and benefits, and
their right to withdraw at any time. Collected data were
anonymized and securely stored in password-protected
electronic files. e study protocol was reviewed and
approved by the university’s Institutional Review Board
(IRB) before data collection began.
e study was conducted at a large, diverse university
offering a wide range of academic programs and extra-
curricular activities. e university emphasizes student
well-being and has implemented initiatives to create an
inclusive and supportive learning environment. ese
initiatives include a student support center providing
counseling services, peer mentoring programs, and cul-
tural competency workshops for faculty and staff. Under-
standing this context helps interpret the study’s findings
and their implications for promoting student well-being
at this institution.
Instrumentation
is study employed well-validated self-report measures
to assess the key constructs.
Sense of belonging
e Sense of Belonging Index (ACER, 2018), which is
internationally recognized for its robust measurement
of belongingness, was adapted for this research. e
index consists of six items rated on a 4-point Likert scale
(1 = strongly disagree, 4 = strongly agree) to assess partici-
pants’ sense of belonging. A sample item is “I feel like I
fit in at school.” e Cronbach’s alpha for this scale was
0.88, indicating strong internal consistency in the current
study.
Conict resolution skills
Conflict Resolution Skills were measured using the
Conflict Resolution Questionnaire (CRQ), a 41-item
self-report tool developed by McClellan [90]. e CRQ
assesses how individuals handle conflicts in ways that
promote mutual satisfaction and relationship enhance-
ment. Responses were recorded on a 5-point Likert scale
ranging from 1 (“Almost never”) to 5 (“Almost always”),
with higher scores indicating greater effectiveness in
resolving conflicts. e CRQ addresses key aspects of
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Liu et al. BMC Psychology (2025) 13:431
conflict resolution, including perspectives on conflict,
emotional climate, managing power dynamics, and gen-
erating mutually beneficial solutions. e CRQ demon-
strated excellent reliability, with a Cronbach’s alpha of
0.87 in this study.
Emotional intelligence
Emotional Intelligence was measured using the Emo-
tional Intelligence Scale (EIS) developed by Law et al.
[91]. is 16-item scale employs a 7-point Likert scale
(1 = strongly disagree, 7 = strongly agree) to assess par-
ticipants’ understanding, regulation, and management
of emotions. Sample items include “I have a good under-
standing of my own emotions” and “I always knew if I
was happy or not.” In this study, the Cronbach’s alpha for
the EIS was 0.93, reflecting excellent internal consistency.
Life satisfaction
Life satisfaction was assessed using the Satisfaction with
Life Scale (SWLS) developed by Diener et al. [92], a
widely used 5-item measure designed to capture overall
life satisfaction. Responses were recorded on a 7-point
Likert scale (1 = strongly disagree, 7 = strongly agree). A
higher score indicates greater life satisfaction. e SWLS
demonstrated strong reliability in the current study, with
a Cronbach’s alpha of 0.89.
Statistical analysis
In this study, a comprehensive analytical approach was
meticulously undertaken, employing a combination of
SPSS 26.0 and AMOS 26.0 software to rigorously ana-
lyze the data and test the proposed hypotheses. Initially,
Descriptive statistics were computed to offer a clear over-
view of the central tendency and variability of the study
variables, setting the foundation for subsequent analyses.
Preliminary analyses ensued, delving into the interrela-
tionships among variables through correlation analysis
to identify potential patterns and associations within the
dataset.
To ensure the validity of the statistical procedures,
Assumption testing was diligently performed. is
encompassed evaluating critical assumptions such as
multicollinearity, homoscedasticity, and independence of
errors, which are paramount for the reliability of the ana-
lytical results [93]. Construct validity and reliability of the
measurement instruments were meticulously assessed
through Exploratory Factor Analysis (EFA) and Confir-
matory Factor Analysis (CFA) [94]. ese analyses were
instrumental in validating the underlying factor struc-
ture of the constructs and determining the reliability of
the measurement scales utilized in the study. Given the
reliance on self-report measures, Common Method Bias
(CMB) was meticulously examined to mitigate potential
biases arising from shared method variance [95]. is
involved employing Harman’s single-factor test and CFA
to evaluate the presence of CMB and its potential impact
on the study results.
Subsequently, Structural Equation Modeling (SEM)
was adeptly employed to scrutinize the hypothesized
relationships between study variables. SEM provided
a robust framework to assess both direct and indirect
effects [93]. Fit indices such as chi-square (χ²), Compara-
tive Fit Index (CFI), Tucker-Lewis Index (TLI), and Root
Mean Square Error of Approximation (RMSEA) were
judiciously utilized to evaluate the overall model fit and
validity [96, 97]. Generally, a well-fitting model is char-
acterized by a non-significant chi-square (preferred), a
χ²/df ratio below 3, CFI and TLI values exceeding 0.90,
and RMSEA below 0.08. Finally, Moderation analysis was
meticulously conducted to explore potential moderat-
ing effects of demographic variables on the relationships
between study constructs. is sophisticated analysis
involved examining whether the strength or direction of
the relationships varied across different subgroups, such
as gender, age, or academic program, utilizing multi-
group SEM [94].
Results
Descriptive statistics and preliminary analyses
e descriptive statistics for the study variables, includ-
ing sense of belonging, conflict resolution skills, emo-
tional intelligence, and life satisfaction, indicate moderate
to high levels across the sample, suggesting generally pos-
itive psychological and social functioning among partici-
pants. ese findings are summarized in Table1, which
also provides the correlation matrix for the key variables.
e correlation matrix reveals significant positive rela-
tionships among all variables. Notably, emotional intelli-
gence is strongly correlated with both sense of belonging
(r =.49, p <.01) and conflict resolution skills (r =.53,
p <.01). Moreover, emotional intelligence shows a sig-
nificant positive relationship with life satisfaction (r =.55,
Table 1 Descriptive statistics and correlation matrix
Variable Mean SD 1 2 3 4
1. Sense of Belonging 3.45 0.62 -
2. Conict Resolution Skills 38.20 6.85 0.42** -
3. Emotional Intelligence 89.75 12.30 0.49** 0.53** -
4. Life Satisfaction 25.60 4.75 0.38** 0.40** 0.55** -
Note. **p <. 01
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Page 10 of 18
Liu et al. BMC Psychology (2025) 13:431
p <.01). ese correlations suggest that higher emotional
intelligence is associated with a stronger sense of belong-
ing, more effective conflict resolution skills, and greater
life satisfaction. Additionally, the relationships between
sense of belonging, conflict resolution skills, and life sat-
isfaction are positive, further reinforcing the intercon-
nected nature of these variables.
Prior to conducting the main analyses, a thorough
assessment of the assumptions underlying SEM was con-
ducted to ensure the validity of the results. e following
assumptions were tested: multicollinearity, homoscedas-
ticity, and independence of errors. Multicollinearity, a
condition where predictor variables exhibit high correla-
tions, can distort coefficient estimates and inflate stan-
dard errors, potentially compromising the validity of the
results [94]. To assess multicollinearity, Variance Inflation
Factor (VIF) values were computed for each predictor
variable. VIF values below 2 indicate no significant mul-
ticollinearity concerns [93]. In this study, all VIF values
ranged from 1.10 to 1.80, comfortably below the thresh-
old, indicating the absence of multicollinearity issues.
Homoscedasticity, the assumption that the variance
of errors is consistent across all levels of predictor vari-
ables, was examined both visually and statistically [94].
Residual plots displayed a random scatter of residuals
around the regression line, indicating homoscedasticity.
Additionally, statistical tests, such as the Breusch-Pagan
test, further confirmed the absence of heteroscedastic-
ity in the data (p >.05). e assumption of independence
of errors, which posits that errors are uncorrelated with
each other, was evaluated using the Durbin-Watson sta-
tistic [94, 98]. e Durbin-Watson statistic fell within the
acceptable range of 1.5 to 2.5, suggesting no significant
autocorrelation present in the residuals.
To further ensure the robustness of the analysis, the
normality of the data distribution was assessed. Skewness
and kurtosis values for all variables were within accept-
able ranges (skewness <|2| and kurtosis <|7|), indicating
that the data followed a normal distribution [99]. Outlier
analysis was conducted using both univariate (z-scores)
and multivariate methods (Mahalanobis distance), and
no significant outliers were identified. In terms of miss-
ing data, the percentage of missing values was minimal
(< 5%). ese missing data points were handled using Full
Information Maximum Likelihood (FIML) in the SEM
analysis, which allowed for the inclusion of all available
data without compromising the integrity or power of the
results.
Construct validity and reliability
EFA was initially conducted to explore the underlying
factor structure, followed by CFA to assess construct
validity [94]. e fit indices for the measurement model
indicated a good fit: χ²(120) = 160.45, p <.05; CFI = 0.97;
TLI = 0.96; RMSEA = 0.04 (90% CI [0.03, 0.05]). Factor
loadings for all items were significant (p <.01), confirming
strong construct validity.
To assess both convergent and discriminant valid-
ity, Composite Reliability (CR) and Average Variance
Extracted (AVE) were computed for the key constructs
[94]. e CR and AVE values for Sense of Belonging
(SoB), Conflict Resolution Skills (CRS), Emotional Intel-
ligence (EI), and Life Satisfaction (LS) indicated strong
reliability and validity. Specifically, the CR values were
0.89 for SoB, 0.87 for CRS, 0.93 for EI, and 0.90 for LS,
all exceeding the recommended threshold of 0.70, dem-
onstrating high internal consistency. e AVE val-
ues—0.60 for SoB, 0.58 for CRS, 0.65 for EI, and 0.62 for
LS—exceeded the threshold of 0.50, confirming adequate
convergent validity [94]. Discriminant validity was sup-
ported as the square root of the AVE for each construct
was greater than the correlations with other constructs,
ensuring distinctiveness among the constructs.
Reliability was further confirmed through Cron-
bach’s alpha coefficients, with high internal consistency
observed for all scales. e Sense of Belonging Index had
a Cronbach’s alpha of 0.88, the Conflict Resolution Ques-
tionnaire had an alpha of 0.87, the Emotional Intelligence
Scale had an alpha of 0.93, and the Satisfaction with Life
Scale had an alpha of 0.89, affirming the robust reliability
of the instruments used.
Given the use of self-report measures, the potential for
common method bias (CMB) was also addressed [95].
Harman’s single-factor test indicated that the first factor
accounted for only 28% of the variance, well below the
50% threshold, suggesting that CMB was not a significant
issue. Additionally, a CFA model incorporating a com-
mon latent factor (CLF) did not substantially improve
model fit compared to the original model, further sup-
porting the conclusion that CMB was unlikely to affect
the results [95].
SEM analysis
e hypothesized structural model was tested using
SEM with maximum likelihood estimation. e model
examined the direct effects of EI and CRS on LS, as well
as their indirect effects mediated by SoB. Fit indices
indicated a good fit to the data: χ²(84) = 115.25, p <.05;
CFI = 0.96; TLI = 0.95; RMSEA = 0.04 (90% CI [0.03,
0.05]). ese indices suggest that the model adequately
represents the observed data.
Direct eects
e standardized path coefficients for the direct effects
are presented in Table2 and depicted in Fig.2. Emotional
intelligence had a significant positive direct effect on life
satisfaction (β = 0.32, p <.01), supporting H1. Similarly,
conflict resolution skills also had a significant positive
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Page 11 of 18
Liu et al. BMC Psychology (2025) 13:431
direct effect on life satisfaction (β = 0.27, p <.01), sup-
porting H2. Additionally, both Emotional Intelligence
(β = 0.43, p <.01) and conflict resolution skills (β = 0.41,
p <.01) had significant positive direct effects on sense of
belonging.
Indirect eects
We examined the mediating role of sense of belonging
in the relationships between emotional intelligence, con-
flict resolution skills, and life satisfaction using SEM. A
bootstrap resampling procedure with 5,000 samples was
employed to estimate the confidence intervals for the
indirect effects, as this method provides robust estimates,
especially in samples that may not meet normality
assumptions.
As seen in Table3, the results showed that the indi-
rect effect of emotional intelligence on life satisfaction
through sense of belonging was statistically significant
(β = 0.19, 95% CI [0.13, 0.25], p <.01), supporting H3. Sim-
ilarly, the indirect effect of conflict resolution on life sat-
isfaction, mediated by sense of belonging, was significant
(β = 0.18, 95% CI [0.12, 0.24], p <.01), providing strong
support for H4. e bootstrapped confidence intervals
for both indirect effects did not include zero, confirming
the significance of these mediation effects.
Table 2 Standardized direct eects with 95% condence intervals
Pathway Direct Eect (β) 95% CI p-value
Emotional Intelligence → Life Satisfaction 0.32** [0.22, 0.42] < 0.01
Conict Resolution Skills → Life Satisfaction 0.27** [0.17, 0.37] < 0.01
Emotional Intelligence → Sense of Belonging 0.43** [0.34, 0.52] < 0.01
Conict Resolution Skills → Sense of Belonging 0.41** [0.32, 0.50] < 0.01
Sense of Belonging → Life Satisfaction 0.44** [0.35, 0.53] < 0.01
Note. **p <. 01
Table 3 Standardized indirect and total eects with 95% condence intervals
Pathway Indirect Eect (β) 95% CI p-value Total Eect (β) 95% CI p-value
Emotional Intelligence → Life Satisfaction 0.19** [0.13, 0.25] < 0.01 0.51** [0.43, 0.59] < 0.01
Conict Resolution Skills → Life Satisfaction 0.18** [0.12, 0.24] < 0.01 0.45** [0.36, 0.54] < 0.01
Note. **p <. 01
Fig. 2 The structural model of the relationships among emotional intelligence, conict resolution skills, sense of belonging, and life satisfaction
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
Page 12 of 18
Liu et al. BMC Psychology (2025) 13:431
e total effects indicate that both emotional intel-
ligence and conflict resolution skills have substantial
positive associations with life satisfaction when consid-
ering both direct and indirect pathways through sense of
belonging.
Moderation analysis
Before exploring the moderating effects of demographic
variables, it is important to consider why factors such as
gender, age, academic program, and year of study might
influence the relationships among EI, CRS, SoB, and LS.
Previous research suggests that demographic charac-
teristics can shape emotional competencies and social
experiences. For instance, gender differences have been
found in emotional intelligence and conflict resolution
styles, with females often reporting higher levels of emo-
tional awareness and relational skills [67, 100, 101]. Age
may also play a role, as older students tend to possess
more developed emotional and interpersonal skills due
to greater life and educational experiences [27, 69, 102].
Additionally, academic programs can present varying
social environments and stressors, potentially influenc-
ing students’ sense of belonging and overall well-being
[54, 55, 103]. Given these considerations, we conducted a
series of moderation analyses using multi-group SEM to
assess whether the relationships among the key variables
differed across demographic groups.
First, we analyzed gender differences by dividing the
sample into male (n = 180) and female (n = 189) groups.
Multi-group SEM was performed to compare the struc-
tural model between these groups. An unconstrained
model, where all paths were allowed to vary, provided fit
indices of χ²(168) = 225.40, p <.05; C FI = 0.95; TLI = 0.94;
RMSEA = 0.04 (90% CI [0.03, 0.05]). A constrained
model, where paths were fixed across groups, yielded fit
indices of χ²(178) = 236.10, p <.05; CFI = 0.95; TLI = 0.94;
RMSEA = 0.04 (90% CI [0.03, 0.05]). A chi-square differ-
ence test comparing these models was non-significant,
Δχ²(10) = 10.70, p =.38, indicating no significant gender
moderation effects. erefore, the hypothesized relation-
ships appeared consistent across both male and female
students.
We then examined age differences by dividing the
sample into younger (ages 18–20, n = 210) and older stu-
dents (ages 21–24, n = 159). Fit indices for the uncon-
strained model were χ²(168) = 224.80, p <.05; CFI = 0.95;
TLI = 0.94; RMSEA = 0.04 (90% CI [0.03, 0.05]), while
the constrained model produced χ²(178) = 235.50, p <.05;
CFI = 0.95; TLI = 0.94; RMSEA = 0.04 (90% CI [0.03,
0.05]). e chi-square difference test was also non-sig-
nificant, Δχ²(10) = 10.70, p =.38, suggesting no significant
age moderation effects. us, the relationships among EI,
CRS, SoB, and LS were stable across both age groups.
Next, we explored academic program differences
by categorizing students into four fields: Humani-
ties (n = 95), Social Sciences (n = 97), Natural Sciences
(n = 89), and Engineering (n = 88). Multi-group SEM
showed that the unconstrained model produced fit indi-
ces of χ²(672) = 825.60, p <.05; CFI = 0.94; TLI = 0.92;
RMSEA = 0.03 (90% CI [0.02, 0.04]). e constrained
model provided fit indices of χ²(702) = 860.80, p <.05;
CFI = 0.93; TLI = 0.92; RMSEA = 0.03 (90% CI [0.02,
0.04]). e chi-square difference test was non-significant,
Δχ²(30) = 35.20, p =.24, indicating that academic program
did not significantly moderate the relationships. ese
results suggest that the associations among EI, CRS, SoB,
and LS are consistent across different academic fields.
Additionally, we examined whether year of study
(freshman, sophomore, junior, or senior) moderated the
relationships among the key variables. It is essential to
assess this factor because students at different stages of
their academic journey may face distinct emotional and
social challenges. Freshmen, for instance, are typically in
the early stages of forming social networks and develop-
ing coping strategies, whereas seniors may benefit from
more established social connections and emotional
maturity due to their longer exposure to university life.
To explore these potential differences, we conducted
multi-group SEM by dividing the sample into four groups
based on the year of study. e unconstrained model
yielded fit indices of χ²(336) = 410.60, p <.05; CFI = 0.94;
TLI = 0.93; RMSEA = 0.04 (90% CI [0.03, 0.05]). e con-
strained model provided fit indices of χ²(366) = 450.75,
p <.05; CFI = 0.93; TLI = 0.92; RMSEA = 0.05 (90% CI
[0.04, 0.06]). A chi-square difference test between the
models was non-significant, Δχ²(30) = 40.15, p =.12, indi-
cating that year of study did not significantly moderate
the relationships.
e absence of significant moderation effects based on
the year of study may be due to several factors. First, the
developmental trajectory of emotional intelligence and
conflict resolution skills may remain relatively stable once
students enter university. ese skills are likely shaped by
long-term life experiences rather than short-term situ-
ational factors associated with academic year. Further-
more, the consistent academic and social environments
provided by the university may contribute to similar
experiences of SoB and LS across all years of study.
Lastly, we explored potential interaction effects
between EI and CRS to assess whether the relationship
between EI and LS was moderated by CRS, and vice
versa. Post-hoc analyses using interaction terms created
by multiplying the centered scores of EI and CRS were
added to the SEM model. ese analyses showed that the
interaction effects were not statistically significant, sug-
gesting that the relationships between EI, CRS, and LS
are independent of each other’s levels.
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Page 13 of 18
Liu et al. BMC Psychology (2025) 13:431
Overall, the results provide robust support for the pro-
posed model. Emotional Intelligence and Conflict Reso-
lution Skills significantly predict Life Satisfaction, both
directly and indirectly through Sense of Belonging. ese
findings underscore the importance of fostering emo-
tional intelligence and conflict resolution skills among
university students to enhance their sense of belonging
and overall well-being.
Discussion
is study investigated the intricate relationships
between emotional intelligence, conflict resolution skills,
sense of belonging, and life satisfaction among university
students in Mainland China. e results provided strong
evidence supporting the proposed hypotheses, demon-
strating both the direct effects of emotional intelligence
and conflict resolution skills on life satisfaction and the
mediating role of sense of belonging. In this discussion,
we critically interpret and justify these findings in light of
the existing literature, reflecting on their theoretical and
practical implications.
Consistent with Hypothesis 1, we found that emotional
intelligence had a significant positive direct effect on life
satisfaction (β = 0.32, p <.01). is result aligns with previ-
ous studies that demonstrate the important role of emo-
tional intelligence in promoting life satisfaction across
various contexts [74–76]. Emotional intelligence, which
encompasses the ability to perceive, understand, regu-
late, and manage emotions effectively [27, 28], equips
individuals with the emotional tools to cope with life’s
challenges and maintain a stable sense of well-being.
One of the key mechanisms through which emotional
intelligence contributes to life satisfaction is emotional
regulation. Individuals with higher emotional intelligence
are better equipped to manage stress and negative emo-
tions, leading to a more balanced psychological state
[69]. For example, Zhao et al. [76] found that emotional
competencies, particularly emotional regulation, pre-
dicted higher life satisfaction among Chinese university
students, underscoring the relevance of emotional intel-
ligence in this cultural context. Similarly, Blasco-Belled et
al. [75] highlighted how emotional intelligence contrib-
utes to psychological balance by enabling individuals to
cope with emotional demands, which is crucial for main-
taining well-being. Our finding of a positive relation-
ship between emotional intelligence and life satisfaction
among Chinese university students is consistent with the
recent work by Shengyao et al. [86], who also observed a
positive link between emotional intelligence and psycho-
logical well-being in a similar population.
In addition to emotional regulation, emotional intel-
ligence facilitates the development of strong social rela-
tionships. Individuals with higher emotional intelligence
tend to exhibit better social skills, allowing them to form
and maintain supportive interpersonal connections [70].
ese relationships are crucial, as social support has long
been recognized as a key factor in enhancing life satisfac-
tion [6, 11]. Research by Kong et al. [77] confirmed that
emotional intelligence boosts life satisfaction by foster-
ing social support and increasing self-esteem among
Chinese university students, suggesting that emotionally
intelligent individuals build stronger, more supportive
networks. Moreover, emotional intelligence is associated
with greater resilience and optimism, both of which are
important contributors to life satisfaction. Ain et al. [74]
demonstrated that emotional intelligence, along with grit,
predicts life satisfaction by fostering perseverance and
the pursuit of long-term goals. is resilience enables
emotionally intelligent individuals to bounce back from
adversity, further contributing to a sense of fulfillment
and well-being.
Supporting Hypothesis 2, we found that conflict reso-
lution skills were also positively associated with life sat-
isfaction (β = 0.27, p <.01). Effective conflict resolution
involves communication, negotiation, and emotional
regulation skills that help individuals manage disagree-
ments constructively [20, 21]. ese skills are crucial in
reducing interpersonal tensions and fostering healthier
relationships, which, in turn, enhance life satisfaction.
e positive relationship between conflict resolution
skills and life satisfaction is consistent with previous
research. Dost-Gözkan [24] found that adolescents who
used problem-solving approaches in conflicts with par-
ents and peers reported higher levels of life satisfaction.
Similarly, Gál et al. [26] identified a positive association
between social problem-solving skills and life satisfaction
among high school and university students. In the uni-
versity context, where students regularly encounter new
social dynamics and potential conflicts, conflict resolu-
tion skills help them navigate these challenges, leading to
better peer relationships, reduced stress, and a more sup-
portive social environment [40, 41].
Additionally, conflict resolution contributes to main-
taining a healthy work-life balance, which is closely tied
to life satisfaction. Taşdelen-Karçkay and Bakalım [48]
demonstrated that work-life balance mediates the rela-
tionship between work-family conflict and life satisfac-
tion, suggesting that effective conflict resolution allows
individuals to manage competing demands and enhance
their well-being. In this sense, conflict resolution skills
not only help resolve conflicts but also promote emo-
tional balance in managing multiple roles, which ulti-
mately contributes to life satisfaction.
Hypotheses 3 and 4 were also supported, revealing that
sense of belonging significantly mediates the relation-
ships between both emotional intelligence and life satis-
faction, and conflict resolution skills and life satisfaction.
e indirect effects of emotional intelligence (β = 0.19,
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Page 14 of 18
Liu et al. BMC Psychology (2025) 13:431
p <.01) and conflict resolution skills (β = 0.18, p <.01) on
life satisfaction through sense of belonging suggest that
sense of belonging is a critical mechanism through which
these skills influence life satisfaction. e mediation of
the emotional intelligence-life satisfaction relationship by
sense of belonging indicates that emotionally intelligent
individuals are more likely to develop a strong sense of
belonging, which enhances their life satisfaction. Emo-
tional intelligence aids social integration by improving
one’s ability to understand and respond to others’ emo-
tions, thus fostering meaningful social connections [27,
28]. is finding is consistent with Moeller et al. [62],
who reported that emotional intelligence directly pre-
dicts psychological well-being and indirectly influences it
through fostering a sense of belonging. Satıcı et al. [63]
also highlighted that sense of belonging mediates the
relationship between emotional intelligence and flourish-
ing, suggesting that emotionally intelligent individuals
are better equipped to cultivate belonging, which posi-
tively impacts their well-being. Emotionally intelligent
students may also find it easier to adapt to the social envi-
ronment of university life, reducing feelings of isolation
[7]. Tian et al. [19] found that emotional regulation posi-
tively influences college satisfaction and sense of belong-
ing, reinforcing the link between emotional intelligence
and social integration. is ability to integrate socially is
essential for students adjusting to the challenges of uni-
versity life, as a strong sense of belonging enhances their
emotional stability and overall life satisfaction.
e mediation of the conflict resolution skills-life sat-
isfaction relationship by sense of belonging suggests that
effective conflict resolution also fosters a sense of belong-
ing, which in turn increases life satisfaction. Students
who manage conflicts constructively are more likely to
maintain positive relationships and feel a greater sense of
acceptance within their social groups [13, 21]. Roberson
et al. [49] found that effective conflict management was
associated with both relationship satisfaction and col-
lege adjustment, two key components of sense of belong-
ing. Similarly, Gál et al. [26] showed that students with
strong conflict resolution skills felt more integrated into
their school community, which positively influenced
their well-being. Conflict resolution also contributes to a
positive emotional climate within academic settings, sup-
porting the development of a supportive and inclusive
environment [40, 41]. is promotes a sense of belonging
among students, as they feel valued and included within
the academic community [15, 16]. In turn, this enhanced
sense of belonging leads to greater life satisfaction, con-
sistent with the well-documented link between sense of
belonging and well-being [6, 18].
e moderation analyses indicated that the relation-
ships among emotional intelligence, conflict resolu-
tion skills, sense of belonging, and life satisfaction
were consistent across various demographic groups,
including gender, age, and academic program. is sug-
gests that the proposed model is robust and generaliz-
able across different subsets of university students. e
absence of significant gender differences aligns with
previous research showing that emotional intelligence
and conflict resolution skills similarly affect well-being
in both male and female students [62]. e consistency
across age groups implies that these relationships are
stable throughout the university years, from freshmen to
seniors. Regarding academic programs, the findings sug-
gest that regardless of the field of study, both emotional
intelligence and conflict resolution skills contribute to
students’ sense of belonging and life satisfaction. is
universality underscores the fundamental importance of
emotional and conflict management skills in higher edu-
cation, highlighting the need for universities to integrate
these competencies into their curricula or student sup-
port programs.
While this study offers valuable insights, several limita-
tions warrant consideration. First, the sample size of 369
students, although statistically adequate, might be mod-
est for examining intricate relationships, and the focus
on a single university in Mainland China may limit the
generalizability of findings across diverse institutions and
regions, both within China and internationally. Future
research should therefore aim to include larger, more
diverse samples from multiple institutions and cultural
contexts to enhance external validity and applicability.
Second, the cross-sectional design of this study restricts
the establishment of causal relationships among the vari-
ables. Longitudinal studies are needed to track the evolu-
tion of these relationships over time and to explore the
long-term impact of interventions designed to enhance
emotional intelligence and conflict resolution skills on
life satisfaction throughout the university experience.
ird, the reliance on self-report measures might intro-
duce the potential for common method bias, despite our
efforts to mitigate this. Future research could benefit
from incorporating multi-method approaches, such as
peer assessments or behavioral observations, to provide a
more objective understanding of these constructs. Addi-
tionally, the specific cultural context of Mainland China,
with its emphasis on collectivism and social harmony,
may influence the findings, and the applicability of these
results to more individualistic cultures remains to be
explored through replication in diverse cultural and insti-
tutional settings. Lastly, future research should consider
examining additional factors that may influence life sat-
isfaction, such as personality traits, coping strategies, and
external stressors. Including such variables as optimism,
resilience, and extraversion could contribute to a more
comprehensive model of student well-being, offering
deeper insights into the interplay of personal and social
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
Page 15 of 18
Liu et al. BMC Psychology (2025) 13:431
resources in promoting life satisfaction during university
years.
Conclusion
is study set out to examine the intricate relationships
between emotional intelligence, conflict resolution skills,
sense of belonging, and life satisfaction among university
students. In summary, this study provides compelling
evidence for the critical roles that emotional intelligence
and conflict resolution skills play in fostering life satis-
faction among university students, mediated by sense
of belonging. Specifically, our findings confirm that
both personal competencies and social integration sig-
nificantly contribute to student well-being. ese results
have both theoretical and practical implications, extend-
ing our understanding of student well-being and offering
actionable insights for universities to support their stu-
dents’ emotional and social development.
Implications
is study’s theoretical contributions lie in its integrated
approach, linking intrapersonal skills with interpersonal
outcomes. By establishing sense of belonging as a media-
tor between emotional intelligence, conflict resolution
skills, and life satisfaction, the research enhances under-
standing of how personal and social factors combine to
influence well-being. While previous studies have often
examined emotional intelligence and conflict resolution
skills in isolation, this research positions them within a
broader social context, emphasizing that these skills not
only aid individual emotional regulation but also fos-
ter meaningful social relationships, which ultimately
enhance life satisfaction.
From a practical perspective, the study offers several
actionable recommendations for universities seeking to
improve student well-being. Developing emotional intel-
ligence and conflict resolution skills should be a key focus
for institutions aiming to support both personal and
academic growth. Incorporating emotional intelligence
training into curricula, through workshops or embed-
ded programs, can provide significant benefits. Teach-
ing students emotional regulation, empathy, and social
awareness equips them with the tools to manage social
and academic challenges. Research consistently supports
the effectiveness of interventions like mindfulness and
social-emotional learning programs in enhancing emo-
tional intelligence and overall well-being.
Equally crucial is the development of conflict resolu-
tion skills, which can enhance students’ personal rela-
tionships, academic success, and future career prospects.
Programs focused on communication, negotiation, and
problem-solving are essential in university environ-
ments, where students frequently encounter diverse
social dynamics. Equipping students with these skills can
reduce interpersonal stress and promote a more positive
social climate.
Additionally, fostering a sense of belonging is vital for
student well-being. Universities should prioritize initia-
tives that promote belonging by encouraging diversity,
equity, and inclusion and creating peer support systems
and opportunities for meaningful engagement. Research
indicates that even brief interventions aimed at enhanc-
ing a sense of belonging can significantly improve aca-
demic performance and health outcomes, particularly for
underrepresented students. Cultivating an inclusive and
supportive campus environment not only strengthens
students’ sense of belonging but also contributes to their
overall well-being and life satisfaction.
Abbreviations
ACER Australian Council for Educational Research
AMOS Analysis of Moment Structures
AVE Average Variance Extracted
CFA Conrmatory Factor Analysis
CFI Comparative Fit Index 1
CLF Common Latent Factor
CMB Common Method Bias
CR Composite Reliability
CRQ Conict Resolution Questionnaire
CRS Conict Resolution Skills
EI Emotional Intelligence
EIS Emotional Intelligence Scale
EFA Exploratory Factor Analysis
FIML Full Information Maximum Likelihood
IRB Institutional Review Board
LS Life Satisfaction
RMSEA Root Mean Square Error of Approximation
SEM Structural Equation Modeling
SoB Sense of Belonging
SPSS Statistical Package for the Social Sciences
SWLS Satisfaction with Life Scale
TLI Tucker-Lewis Index
VIF Variance Ination Factor
Acknowledgements
The authors extend their gratitude to all participants involved in this study.
Author contributions
YL: Conceptualization (research questions, integrating emotional intelligence),
methodology (selecting/adapting Sense of Belonging Index), data curation
(recruiting 369 students, maintaining data quality), investigation (overseeing
data collection, ethical protocols), writing—review & editing (interpretation
insights, mediating role of belonging). BZ: Formal analysis (statistical analyses
using SPSS/AMOS), writing—original draft (manuscript drafting), writing—
review & editing (revisions based on co-author/reviewer feedback). LC:
Formal analysis (supporting statistical analyses), writing—review & editing
(manuscript revisions).
Funding
This research received no external funding.
Data availability
The authors commit to making the data accessible without any undue
reservation.
Declarations
Ethics approval and consent to participate
The study received ethical approval from the Ethics Committee of the
Preschool and Primary Education School at China West Normal University. A
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
Page 16 of 18
Liu et al. BMC Psychology (2025) 13:431
formal letter from the committee conrmed that the study posed no adverse
eects on the participants. All procedures were conducted in accordance with
the relevant ethical guidelines and regulations. Written informed consent was
obtained from all subjects prior to their participation.
Consent for publication
Not applicable.
Competing interests
The authors declare no competing interests.
Received: 21 May 2024 / Accepted: 14 April 2025
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