Emotional Intelligence and Emotional Regulation as Predictors of Anxiety in Peruvian University Students
Saved in:
| Title: | Emotional Intelligence and Emotional Regulation as Predictors of Anxiety in Peruvian University Students |
|---|---|
| Language: | English |
| Authors: | Rosario Cabello (ORCID |
| Source: | Journal of Further and Higher Education. 2026 50(2):234-251. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Emotional Intelligence, Predictor Variables, Well Being, Mental Health, Anxiety, Correlation, Self Control, Affective Behavior, Gender Differences, Undergraduate Students |
| Geographic Terms: | Peru |
| Assessment and Survey Identifiers: | Positive and Negative Affect Schedule |
| DOI: | 10.1080/0309877X.2025.2593640 |
| ISSN: | 0309-877X 1469-9486 |
| Abstract: | The mental well-being of university students is of significant concern globally, prompting the development of safeguarding protocols in various countries. In this regard, identifying protective factors within the university community is crucial. To address this issue, the current cross-sectional study investigated the relationships between emotional intelligence, emotional regulation, affectivity, and anxiety in 1,337 Peruvian university students aged 18-30, exploring gender differences. A general model is proposed to assess the beneficial effects of emotional intelligence and emotional regulation on affectivity and anxiety. The results showed that (a) emotional intelligence is related to emotional regulation (cognitive reappraisal and expressive suppression), and both are related to affectivity and anxiety; (b) Peruvian females show lower levels of positive affect than males, which, coupled with difficulties in emotional regulation, implies a significantly greater risk for developing anxious symptomatology; and (c) structural equation modelling revealed that Peruvian undergraduate students with perceived emotional intelligence tend to utilise cognitive reappraisal more and expressive suppression less, leading to increased positive affect, decreased negative affect, and lower anxiety levels. This study has important theoretical and practical implications, highlighting the most effective emotional strategies to reduce anxiety and promote positive mental health among university students, while also considering gender differences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505119 |
| Database: | ERIC |
| Abstract: | The mental well-being of university students is of significant concern globally, prompting the development of safeguarding protocols in various countries. In this regard, identifying protective factors within the university community is crucial. To address this issue, the current cross-sectional study investigated the relationships between emotional intelligence, emotional regulation, affectivity, and anxiety in 1,337 Peruvian university students aged 18-30, exploring gender differences. A general model is proposed to assess the beneficial effects of emotional intelligence and emotional regulation on affectivity and anxiety. The results showed that (a) emotional intelligence is related to emotional regulation (cognitive reappraisal and expressive suppression), and both are related to affectivity and anxiety; (b) Peruvian females show lower levels of positive affect than males, which, coupled with difficulties in emotional regulation, implies a significantly greater risk for developing anxious symptomatology; and (c) structural equation modelling revealed that Peruvian undergraduate students with perceived emotional intelligence tend to utilise cognitive reappraisal more and expressive suppression less, leading to increased positive affect, decreased negative affect, and lower anxiety levels. This study has important theoretical and practical implications, highlighting the most effective emotional strategies to reduce anxiety and promote positive mental health among university students, while also considering gender differences. |
|---|---|
| ISSN: | 0309-877X 1469-9486 |
| DOI: | 10.1080/0309877X.2025.2593640 |
