Contributions of Self-Construal and Emotional Intelligence in Affective and Cognitive Components of Subjective Well-Being among Undergraduate Students

Abstract

This study examined the contributions of self-construal and emotional intelligence in affective and cognitive components of subjective wellbeing (SWB) among undergraduate students. Two hundred and ninety nine (299) students (163 males and 136 females) sampled from University of Nigeria Nsukka participated in the study. Their ages ranged between 18 - 32years (mean age = 22.24; SD = 2.54). They completed the Self-Construal Scale (SCS), Self-report Emotional Intelligence Test (SREIT), International Positive and Negative Affect Schedule – Short Form (I-PANAS-SF), and the Satisfaction with Life Scale (SwLS). Hierarchical multiple regression analysis was used to analyse the data. Findings indicated that independent self-construal positively predicted positive affect, and negatively predicted negative affect, but it did not significantly predict life satisfaction. Interdependent self-construal did not significantly predict positive affect, negative affect, and life satisfaction. Emotional intelligence positively predicted positive affect and negatively predicted negative affect, but it did not significantly predict life satisfaction. In general, independent construal of the self and emotional intelligence significantly predicted the affective component of SWB, but not the cognitive component of SWB. The findings are consistent with relevant theoretical and empirical literature, and underscore the relevance of self-definition in emotions in affective wellbeing.