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RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND SELF ESTEEM
AMONG PAKISTANI UNIVERSTY STUDENTS INTRODUCTION EMOTIONAL

INTELLIGENCE
Emotional intelligence has become interesting topic of psychology and there have been
done several studies on emotional intelligence [1]. Mayer and Salvoes introduced emotional intelligence
in 1990 and for them emotional intelligence refers to the mental ability of individuals to reason with
emotions to enhance thought while promoting intellectual and emotional growth. Many researchers have
found individual differences in emotional intelligence [2]. The focus of these studies is with the study of
emotional abilities as forecasters of psychological well-being, health and social functioning The emotional
intelligence is consider a subject that attempts to explain, understand and interprets the individuals
feeling, pleasures and ability status [5]. The emotional intelligence has also been defined as an ability to
comprehend the emotions in order for evaluating thoughts, manners and to put them in a way that makes
emotion and intelligent growth and maturity [6]. The concept of emotional intelligence gives a new
strength to the individual’s intelligence, which is considering a deliberate rivalry (personal performance),
on the other hand the recognition intelligence is a strategic ability (long term capability). The emotional
intelligence makes it able to forecast the attainment because it involves how individuals apply knowledge
in a direct success. Emotional intelligence is a type of Social intelligence which is a predictor in special
areas such as educational and job performances. In the other word, it has an ability to assure feelings and
pleasures by one and others Research has explored that females tend to be more emotional and warm in
relationships than males, so they are consider more emotionally intelligence as compared to males.
Society play important role in making women more emotionally intelligent [14,15]. Moreover, higher
emotional intelligence among girls can also be described in terms of their personality characteristics [16].
Girls are expected to be more warning, emphatic and social and they are reared in the ways which make
them more emotionally intelligent.
SELF ESEEM
Self-esteem is considering as an emotional response a general feeling about the self that may
be more or less positive. Biabangard [18] defined Self-esteem as a general personality trait; and a personal
judgment of worthiness. Self-esteem can be defined as a value that has information within self–
imagination of a person and it formed by the person’s beliefs about all attributes, aspects and
characteristics within him Low emotional intelligence results in the interpersonal relational difficulties,
low self-esteem, poor impulse control, loneliness, suicidal thoughts, drug, stress, depression, anxiety,
aggressive behaviors and alcohol usage [24]. Further studies explored the relationship between emotional
intelligence and other psychological, social and physical aspects and found that low emotional
intelligence results in malfunctioning in the psychological, social and physical aspects of human life [25].
Past research has proved that self-esteem is a vital indicator to develop high emotional intelligence among
students Individuals with high self-esteem have positive perceptions about their self. They are more
capable and feel mentally healthier as compare to those who have poor and low self-esteem. Individual’s
self-evaluation is based on their own perceptions about their own self and opinion of others also play
important role
LITRATURE REVIEW
Attention to investigate plausible link ages between EI and the self esteem of pupils is evident form
numerous studies. Research showed a positive correlation between EI and self-esteem of students in
Pakistan. Positive linkage has been reported between EI and Self-esteem(Country and Chester)(2005).
Studies shows a positive result between EI and self-esteem 2005;Bibi et al,2016; shamsaei et al, (2017)
where as another study revealed no association between EI and self-esteem of undergraduates(Jennabadi,
2014)
RATIONALE
The purpose of the present study is to explore the Relationship between Self Esteem and
emotional intelligence. Chester found that there is positive and significant relationship between emotional
intelligence and self-esteem. There is no particular study done on the relationship between self-esteem and
emotional intelligence among university students in Pakistan but there are fewer studies conducted in
other countries that show positive Relationship between self-esteem and emotional intelligence among
university students. The current study aims to find out relationship between self-esteem and emotional
intelligence in Pakistani context. The researcher also intended to find the gender differences in self-esteem
and emotional intelligence among university students
OBJECTIVES
• To investigate the relationship between emotional intelligence and self-esteem.
• To investigate self-esteem in university students.
• To investigate emotional intelligence among university students.

• To investigate gender difference in self-esteem and emotional intelligence among university students
HYPOTHESIS
• There is positive relationship between self-esteem and emotional intelligence among university students
• Females are more Emotionally Intelligent than males.

• There does not exist gender differences in self-esteem among Pakistani University students.
METHOD
Relationship between Emotional Intelligence and Self Esteem among Pakistani University Students
Participants
The sample of the present study consisted of 250 university students consisting of 100 boys
and
150 girls. Sample was collected from Foundation University Rawalpindi Campus, Islamic International
University Rawalpindi, Preston University and Fatima Jinnah Women University through convenient
sampling. Age range of sample was within 20-30. Only willing participants were selected for the study
INSTRUMENTS Rosenberg self-esteem scale
Self-esteem among university students was measured by using Rosenberg self-esteem
scale. Rosenberg self-esteem scale is 10-item scales that measures global self-worth by measuring both
positive and negative feelings about the self. Rosenberg self-esteem scale is unis dimensional. All items
are answered using a 4-point Liker scale format ranging from strongly agree to strongly disagree
Emotional intelligence scale
intelligence among university students. WLEIS consists of 16 items and gives individuals’
knowledge about their own emotional abilities rather than their actual capacities. Specifically, the WLEIS
is a measure of beliefs concerning self-emotional appraisal (SEA) (e.g. “I have a good sense of why I have
certain feelings most of the time”), others’ emotional appraisal (OEA) (e.g. “I always know my friends’
emotions from their behavior”), regulation of emotion (ROE) (e.g. “I always set goals for myself and then
try my best to achieve them”), and use of emotion (UOE) (e.g. “I am able to control my temper and handle
difficulties rationally”). WLEIS is a seven point Liker-type scale ranging from one (strongly disagree) to
seven (strongly agree). Psychometric properties (i.e., reliability, factorial, convergent and predictive
validity) of the WLEIS suggests that this scale is reliable and valid self-report measure of the ability to
monitor and manage emotions
MEASURES
Emotional intelligence and self-esteem among university students. Pearson correlation was used
to determine the relationship between emotional intelligence and self-esteem among university students.
The person correlation for EIS and RSS was found 0.82*** which indicates that both variables are highly
positively correlated
PROCEDURE
Sample was collected from Foundation University Rawalpindi Campus, Islamic International
University Rawalpindi, Preston University and Fatima Jinnah Women University. Researchers got
permission from authorities of concerned institutions. Participants were briefed about the purpose of the
current study. They were assured of the confidentiality of the information that they were going to provide
as it would only be used for research purpose. Informed consent was taken through form the participants.
They were instructed to fill the questionnaires with great care and not to omit any of the items in the
questionnaires. Data was collected in 6 weeks.
RESULTS Proposed statistical analysis
Demographic sheet
Demographic sheet was design to obtain information about participants. Demographic sheet
includes name, age, gender, birth order, monthly income and head of the family
Informed constant was design to get permission from the participants about their participation in the
study. Participants were debriefed about the study and they were assured about confidentially issues.
Basic descriptive statistics
Correlation PSN Product Moment Correlation analysis will be used to analyze the data.
DISCUSSION
After collecting the data and analyzing the data by using SPSS Software, there will be two
outcomes. Firstly, either our null hypothesis will be rejected or our null hypothesis will be accepted. So,
all the discussion will be discussed after results.
The present research was conducted to explore relationship between Emotional intelligence and
self-esteem. Furthermore the research was intended to assess the gender effect on Emotional intelligence
and self-esteem. Emotional intelligence among university students was measured by using Wong and law
scale of emotional intelligence and for assessing self-esteem among university students Rosenberg scale
for self-esteem was used.
LIMITATIONS
• Sample size is not large enough to generalized finding on the whole population of university
students. • Sample was selected from only Rawalpindi and Islamabad universities. So sample is not the
representative of all Pakistani university students.
• Although researcher tried her level best to control all the exogenous variables but some
exogenous variables are very difficult to control like mood and mental states which may affect results of
the study.
• Further studies on emotional intelligence and self-esteem can include other variables like family
and school environment etc.
• Population of the study include only university students. Next level studies can be done by having
urban sample as well where literacy rate is very low.
CONCLUSION
The study was conducted to explore the relationship between emotional intelligence and self-
esteem among university students. This study can be very useful in following ways As it has been proved
in the study that emotional intelligence is positively related with self-esteem among university students.
Further researcher can consider its finding for future studies Interventions can be made to increase the
selfesteem of students which will have positive effects on their emotional intelligence. Research has high
significance in educational and job environment as students and workers can benefit from the finding that
demonstrate that high emotional intelligent leads to high self-esteem so people can get rid the problems
with their self by behaving in a more emotionally mature ways this in turns will increase the academic
achievements and work productivity. Study findings can be implemented in counselling settings. Clients
can be made aware that how low self-esteem can contribute to their psychological problems and how
becoming more emotional intelligent can overcome their psychological issues.

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RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND SELF ESTEEM

AMONG PAKISTANI UNIVERSTY STUDENTS INTRODUCTION EMOTIONAL

• To investigate emotional intelligence among university students.

• Females are more Emotionally Intelligent than males.

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