In angible Capi al
IC, 2025 – 21(1): 21-44 – Online ISSN: 1697-9818 – P in ISSN: 2014-3214
h ps://doi.o g/10.3926/ic.2964
Managemen o sa e y and heal h a wo k: Emo ional
in elligence in uni e si y pe sonnel
Ma a Guime à-Gallen 1 , Jaume-Miquel Ma ch-Amengual*2 , Nú ia A imany-Se a 3
1Resea ch G oup on Me hodology, Me hods, Models and Ou comes o Heal h and Social Sciences (M3O),
Facul y o Heal h Sciences and Wel a e, Cen e o Heal h and Social Ca e Resea ch (CESS),
Uni e si y o Vic-Cen al Uni e si y o Ca alonia (U ic-UCC) (Spain)
2Ins i u e o Resea ch and Inno a ion in Li e Sciences and Heal h in Cen al Ca alonia (IRIS-CC) (Spain)
3Resea ch G oup Emp èn, Facul y o Business and Communica ion S udies,
Uni e si y o Vic-Cen al Uni e si y o Ca alonia (U ic-UCC) (Spain)
[email p o ec ed]
*Co esponding au ho : [email p o ec ed]
[email p o ec ed]
Recei ed June, 2024
Accep ed Janua y, 2025
Abs ac
Pu pose:
The pu pose o his s udy is o assess he impac o an emo ional educa ion p og amme on
he emo ional in elligence o uni e si y employees, o med by bo h academic and adminis a i e s a .
The s udy also seeks o examine he ela ionships be ween wo k engagemen and emo ional
in elligence.
Design/me hodology/app oach:
This s udy includes an explo a o y s udy and a p e-pos
quasi-expe imen al design wi h andom assignmen o pa icipan s in o an expe imen al g oup and a
con ol g oup. Fo da a collec ion, a quan i a i e me hodology has been used.
Findings:
The esul s show ha he emo ional educa ion p og amme inc eased pa icipan s’ emo ional
in elligence, pa icula ly in sel - egula ion and egula ion o o he s’ emo ions, and was associa ed wi h
educed pe cei ed s ess and highe wo k engagemen . Fo his eason, i is ad isable o p omo e
emo ional educa ion p og ammes o uni e si y pe sonnel in o de o inc ease hei emo ional
in elligence and in luence he well-being o s a , wi h educed pe cei ed s ess and g ea e commi men
o he ins i u ion.
Resea ch limi a ions/implica ions:
A limi a ion o he s udy is ha i is ca ied ou a a single
uni e si y in a ce ain pe iod and canno be compa ed wi h o he uni e si ies. In u u e esea ch, he
me hodology will be ex ended o o he uni e si ies o e alua e he esul s in di e en uni e si y
ins i u ions o d aw conclusions in his ega d in uni e si y highe educa ion.
P ac ical implica ions:
The indings o his esea ch ha e p ac ical implica ions o o ganisa ions by
o e ing new insigh s in o he impo ance o emo ional educa ion in e en ions in enhancing wo kplace
well-being in uni e si y se ings. These esul s p o ide a ounda ion o u u e implemen a ions o such
s a egies. Fu he mo e, we ecommend ha all o ganisa ions add ess he psychosocial isks aced by
hei employees.
O iginali y/ alue:
This s udy con ibu es o he exis ing li e a u e by explo ing he impac o an
emo ional educa ion p og amme on uni e si y wo ke s, shedding ligh on he in e sec ion be ween
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emo ional in elligence, wo k engagemen and pe cei ed s ess. Addi ionally, his s udy add esses he need
o explo e speci ic psychosocial isks aced by uni e si y pe sonnel, a popula ion ha has ecei ed
limi ed a en ion in emo ional in elligence esea ch.
Keywo ds:
Psychosocial isks, Emo ional in elligence, Pe cei ed s ess, Engagemen , Occupa ional heal h and
sa e y
Jel Codes:
J24, M12
To ci e his a icle:
Guime à-Gallen , M., Ma ch-Amengual, J.M., & A imany-Se a , N. (2025). Managemen o sa e y and
heal h a wo k: Emo ional in elligence in uni e si y pe sonnel. In angible Capi al, 21(1), 21-44.
h ps://doi.o g/10.3926/ic.2964
1. In oduc ion
The ealm o occupa ional heal h and sa e y has e ol ed signi ican ly, wi h a g owing emphasis on measu es o
de ec and elimina e po en ial isks (Ki s en, 2022). I ecognises he in luences o emo ional ac o s on
employee men al heal h, highligh ing he impo ance o adap ing wo k en i onmen s o accommoda e indi idual
psychological needs (Beck & Lenha d , 2019; Chi ico, Heponiemi, Pa lo a, Za ina & Magna i a, 2019; Schul e,
S ei , She i , Delclos, Felkno , Tame s e al., 2020). Consequen ly, men al heal h in he wo kplace and mi iga ing
occupa ional s ess ha e been ecognised as impo an conce ns (Ki s en, 2022).
Wi h he g ow h o he se ice sec o , wo ke s a e inc easingly equi ing emo ional managemen skills o cope
wi h he high emo ional demands (Ha & Kim, 2021). These demands cause emo ional dissonance as employees
may be equi ed o exp ess emo ions ha di e om hei exis ing eelings (Bha e & Glomb, 2016). Excessi e
emo ional demands ha e been linked o nega i e consequences o wo ke s' physical and psychological heal h,
including bu nou (Jeung & Chang, 2021).
In he wo kplace, emo ional in elligence (EI) has eme ged as an impo an aspec in job pe o mance and well-
being. S udies sugges ha EI plays a signi ican ole in educing wo kplace acciden s by suppo ing sa e
beha iou s and isk managemen (So iano-Vázquez, Cajachagua-Cas o & Mo ales-Ga cía, 2023). Acco ding o
Akanni, Ka eem and Odua an (2020), EI posi i ely p edic s employee well-being by assis ing wo ke s in
egula ing hei emo ions and ac ions. This enhanced emo ional con ol can lead o imp o ed decision-making
and p oblem-sol ing abili ies, bo h c ucial o job secu i y (Edmund, Suxia, Ebeneze & Kachie, 2023).
Fu he mo e, esea ch indica es ha EI in e en ions can help wo ke s cope wi h s ess and anxie y (Saikia,
Geo ge, Unnik ishnan, Nayak & Ra ishanka , 2024). The e o e, EI can be de eloped h ough aining,
po en ially leading o imp o ed wo k en i onmen s and s onge decision-making skills in high-s ess si ua ions
(Maama i & Salloum, 2023; Olalekan, Blessing, Taiwo, Fissha & Akinlabi, 2024).
Uni e si y employees a e no immune o ha m ul men al heal h ou comes (Jayman, Glazza d & Rose, 2022).
The e a e wo main g oups in he uni e si y wo k en i onmen : Teaching and Resea ch S a and Adminis a i e
and Se ice S a . The complex na u e o uni e si y wo k exposes employees o a wide ange o s esso s and
esponsibili ies, demanding a comp ehensi e app oach o add essing employee well-being (Mo ish, 2019).
Acco ding o UK cha i y Educa ion Suppo , a signi ican po ion (77%) o educa ion pe sonnel epo ed poo
men al heal h and expe ienced emo ional exhaus ion (W ay & Kinman, 2021).
The uni e si y en i onmen has become inc easingly s ess ul due o ising academic and adminis a i e
demands, p essu e o publish, inc eased esponsibili ies in men o ing, as well as he need o compe e o esea ch
unding and p o essional ecogni ion (Má ó, Ta kó, Lippai, Nagymaj ényi & Paulik, 2020; Mohammed, Chan,
Ahmad, Dusic, Bogla sky, Blessinge e al., 2020). The si ua ion was exace ba ed by he COVID-19 pandemic,
which has led o a ise in diso de s such as anxie y and dep ession among uni e si y employees (Gaspa , Pai a &
Ma os, 2021; Ko en, Milako ić, Bubaš, Beka ac, Beka ac, Bucić e al., 2023). Mo eo e , he ansi ion o a
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uni e si y en i onmen cha ac e ized by he BANI concep (b i le, anxious, non-linea and incomp ehensible)
desc ibes he unce ain y in which uni e si ies cu en ly ope a e (Podolchak, Tsygylyk, Chu sino a & Dziu akh,
2024). Uni e si ies a e equi ed o adop a lexible and esilien app oach, which calls o mo e e ec i e human
esou ce managemen , he p omo ion o well-being and men al heal h, and he implemen a ion o psychosocial
suppo p og ammes and emo ional in elligence aining (AON, 2023).
In he con ex o Spain, ecen da a highligh s he signi ican emo ional oll expe ienced by uni e si y s a . A
s udy conduc ed by he Depa men o Resea ch and Uni e si ies o he Go e nmen o Ca alonia
(Depa amen de Rece ca i Uni e si a s, 2023) epo s ha 54.2% o adminis a i e s a and 56.1% o academic
s a expe ience emo ional exhaus ion. Fu he mo e, he s udy e eals a highe incidence among women in bo h
g oups (p=0.008 o adminis a i e s a and p<0.001 o academic s a ) (Depa amen de Rece ca i Uni e si a s,
2023). Howe e , his conce n is no exclusi e o Spain. A ecen in e na ional s udy ac oss 16 coun ies ound
ha a signi ican p opo ion o uni e si y s a epo ed expe iencing bu nou and mode a e o high le els o
s ess. The au ho s o his s udy emphasize he u gen need o implemen ing ins i u ional p ac ices o add ess
his occupa ional s ess and p omo e s a well-being (Rahman, Das, Lam, Ali , Sul ana, Salehin e al., 2024).
In he changing wo ld o highe educa ion, he well-being o uni e si y employees is c ucial o c ea ing a heal hy
and e ec i e wo k en i onmen (Jayman e al., 2022). Uni e si ies, as ins i u ions wi h a signi ican in luence on
socie al heal h, bea subs an ial esponsibili ies in he ealm o occupa ional heal h, posi ioning hem as ideal
en i ies o he applica ion o heal h-p omo ing s a egies (Ma ínez-Rie a, Galla do-Pino, Aguiló-Pons,
G anados-Mendoza, López-Gómez & A oyo-Ace edo, 2018). I emo ional exhaus ion is no adequa ely
add essed, i may h ea en bo h employee well-being and he ins i u ion’s ole in knowledge c ea ion and socie al
de elopmen . While mos o he li e a u e abou highe educa ion ocuses on s uden s, employee’s men al heal h
is also a isk (Mo ish, 2019). I is wi hin his con ex ha his a icle ocuses on he unique en i onmen o
highe educa ion, whe e wo kplace emo ions emain a ela i ely unde explo ed opic (González-Rico,
Gue e o-Ba ona, Chambel & Gue e o-Molina, 2022).
Gi en he inc ease in s ess ac o s and he unce ain con ex in which uni e si ies ope a e, i is u gen o
in es iga e how emo ional in elligence can con ibu e o imp o ing wo kplace well-being and emo ional
managemen among uni e si y employees. Mo eo e , gi en ha emo ional exhaus ion can di ec ly impac bo h
pe sonal well-being and he quali y o academic wo k, add essing hese issues is c ucial o he sus ained
pe o mance o academic s a and he o e all educa ional ou comes wi hin uni e si ies (Edmondson &
B ansby, 2023). The e o e, his a icle examines emo ional in elligence, pe cei ed s ess and engagemen ,
ecognising he pi o al ole o o ganisa ions in os e ing secu e and heal hy wo k en i onmen s. I con ibu es o
he exis ing li e a u e on occupa ional heal h and sa e y inco po a ing he ole o emo ions in highe educa ion
employees.
While esea ch on emo ional in elligence aining in he wo kplace is g owing in o he sec o s, he e is a
su p ising lack o s udies ocusing speci ically on uni e si y pe sonnel (González-Rico e al., 2022; Mo ish,
2019). This gap is pa icula ly conce ning gi en he unique s esso s and emo ional demands aced by his
popula ion, dis inguishing i om o he wo k ac o s (Má ó e al., 2020; Mo ish, 2019). A ecen sys ema ic
e iew on emo ional in elligence in e en ions in wo kplace se ings did no include any s udy ocused on
uni e si y employees (Mehle , Balin , G alla, Pößnecke , Gas , Hölze e al., 2024), despi e e idence suppo ing
hei e ec i eness in managing ch onic s ess and bu nou (Ko sou, Mikolajczak, Hee en, G égoi e & Leys,
2019).
To add ess his issue, uni e si ies a e becoming inc easingly awa e o he need o p o ide psychological suppo
se ices o bo h s uden s and s a (Ra io, 2024). Howe e , he e emains a lack o dedica ed esea ch
e alua ing he e ec i eness o emo ional well-being p og ams o uni e si y pe sonnel. While some Spanish
uni e si ies o e emo ional in elligence cou ses o bo h s uden s and s a , o ou knowledge, no published
esea ch has e alua ed he impac o hese p og ams. No ably, one uni e si y in Ca alonia is pa icipa ing in a
Eu opean p ojec aimed a p omo ing emo ional de elopmen among uni e si y s a .
The Uni e si y o Vic was selec ed o his s udy due o i s g owing ins i u ional ocus on employee well-being.
Recen psychosocial isk assessmen s ha e indica ed high emo ional demands among bo h academic and
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adminis a i e s a , highligh ing he u gen need o speci ic in e en ions. In esponse, he uni e si y has
implemen ed se e al emo ional heal h ini ia i es, such as psychological suppo se ices and s ess managemen
p og ams, demons a ing i s commi men o p omo ing a heal hy wo k en i onmen . Addi ionally, he
uni e si y’s accessibili y and es ablished ins i u ional collabo a ion acili a ed pa icipan ec ui men , da a
collec ion and e ec i e implemen a ion o he emo ional in elligence in e en ion. Focusing on a single
uni e si y ensu es a mo e homogeneous o ganisa ional con ex , educing a iabili y ela ed o ins i u ional
policies and wo kplace cul u e and allowing o mo e accu a e assessmen o he in e en ion's impac .
Fu he mo e, he uni e si y’s p oac i e app oach o employee well-being c ea es an ideal en i onmen o
implemen and e alua e addi ional emo ional in elligence in e en ions. This s udy also se es as a pilo p ojec
o es he e ec i eness o such in e en ions, wi h he in en ion o expanding he p og amme o o he
uni e si ies in u u e esea ch. Las ly, he Uni e si y o Vic is ep esen a i e o mid-sized highe educa ion
ins i u ions in Spain, making he indings ele an o simila uni e si ies acing compa able psychosocial
challenges. The esul s o his s udy could also in o m ins i u ional policies aimed a imp o ing s a well-being
in he highe educa ion sec o .
This s udy aims o ill he gap by e alua ing he impac o an emo ional educa ion p og amme on he emo ional
in elligence o bo h academic and adminis a i e s a a a uni e si y, as well as i s in luence on s ess and
engagemen . Thus, he pu pose o his esea ch is o demons a e, h ough di e en emo ional aining sessions,
he e ec on emo ional in elligence and wo k- ela ed s ess in he employees a one uni e si y. In addi ion, he
s udy assesses he ex en o which emo ional in elligence may a ec people’s engagemen . To achie e he aim o
his p ojec , in he i s ins ance, a quan i a i e analysis o emo ional in elligence, pe cei ed wo k- ela ed s ess
and engagemen is ca ied ou be o e and a e he emo ional educa ion in e en ion.
The selec ion o he a iables, such as emo ional in elligence, pe cei ed s ess and wo k engagemen , is based on
p io li e a u e (Mé ida-López, Ca alho, Chambel & Ex eme a, 2023), which sugges ha hese dimensions a e
in e ela ed and pa icula ly ele an in wo kplaces equi ing high le els o emo ional managemen , such as
uni e si ies.
Unlike o he s udies ha ha e mainly ocused on emo ional in elligence in sec o s such as heal hca e o schools,
his esea ch cen es on uni e si y pe sonnel, a wo k o ce comp ising wo main g oups wi h dis inc
cha ac e is ics: Teaching and Resea ch S a and Adminis a i e and Se ice S a . The s udy ecognizes ha he
s ess ac o s a ec ing hese wo g oups may di e , e en hough bo h ace emo ionally demanding wo king
condi ions, a opic ha has been unde explo ed in he exis ing li e a u e (Coleman & Ali, 2022).
Addi ionally, his s udy employs a quasi-expe imen al design o an emo ional educa ion p og amme speci ically
designed o uni e si y employees, ep esen ing a unique con ibu ion o esea ch on psychosocial heal h in his
a ea. I is also no ewo hy ha mos s udies ocus on analysing s ess and engagemen as independen a iables
(B eaugh, 2021), while his s udy add esses he ela ionship be ween he wo a iables o unde s and how
emo ional in elligence can educe pe cei ed s ess and simul aneously enhance uni e si y s a engagemen .
This s udy esponds he global challenge o occupa ional s ess by examining he speci ic con ex o highe
educa ion, whe e employee well-being is closely linked o ins i u ional pe o mance and socie al impac . By using
a quasi-expe imen al design, his esea ch aims o con ibu e o he ield o emo ional in elligence by ocusing on
a wo k o ce ha has ecei ed limi ed a en ion in exis ing s udies. By di e en ia ing be ween academic and
adminis a i e s a , his s udy p o ides insigh s in o how emo ional in elligence in e en ions may di e in
e ec i eness ac oss di e se uni e si y oles. Addi ionally, i p o ides a be e unde s anding o he ela ionship
be ween s ess and engagemen , along wi h p ac ical implica ions o de eloping in e en ions o imp o e
wo kplace well-being in uni e si ies, a sec o acing inc easing emo ional and p o essional demands. To he bes
o ou knowledge, his s udy is one o he i s in Spain o empi ically e alua e he impac o emo ional
in elligence in e en ions in highe educa ion s a , o e ing aluable insigh s in o occupa ional heal h s a egies.
Following he in oduc ion, he e a e i e sec ions o he a icle. The li e a u e e iew is di ided in o many
sec ions: occupa ional heal h and sa e y: psychosocial heal h, psychosocial haza ds in highe educa ion, emo ional
in elligence aining in he wo kplace and emo ional in elligence aining in uni e si y pe sonnel. I is ollowed by
he empi ical sec ion, and he pape closes wi h he s udy’s indings, discussion and conclusion.
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2. Li e a u e Re iew
2.1. Occupa ional Heal h and Sa e y: Psychosocial Heal h
Acco ding o he In e na ional Labou O ganiza ion (ILO), occupa ional heal h and sa e y is a b oad
commi men o p omo ing he o e all well-being o wo ke s (In e na ional Labou O ganiza ion, 2011).
Psychosocial isks, such as wo k demands, managemen s yles and emo ional labo , signi ican ly a ec men al
heal h (In e na ional Labou O ganiza ion, 2011; Schul e, Delclos, Felkno & Chosewood, 2019).
As he scena io o wo kplace isks in he wen y- i s cen u y has e ol ed, occupa ional haza ds ha e mo ed
beyond adi ional physical isks o include psychosocial haza ds. These isks include in e ac ions be ween job
con en , managemen , en i onmen al elemen s, o ganisa ional ac o s and indi idual wo ke s’ demands
(In e na ional Labou O ganiza ion, 1986). Psychosocial isks damage men al heal h by in luencing ac o s such
as wo king hou s, wo kplace cha ac e is ics and possibili ies o p o essional de elopmen (In e na ional Labou
O ganiza ion, 2022; Langenhan, Leka & Jain, 2013; Schul e e al., 2019),as well as inc easing occupa ional s ess
(S acey, Ellwood & B adb oo, 2018). Some esea che s hold simila iews, es ablishing links be ween
psychosocial haza ds and bo h wo k- ela ed s ess and heal h issues (Be gh, Hinna, Leka & Zwe sloo , 2015; Jain,
To es, Teoh & Leka, 2022; Ko en e al., 2023) and men al heal h (Ki s en, 2022), while also conside ing he
COVID-19 pandemic a isk ac o o wo kplace s ess (Gaspa e al., 2021).
Wo k- ela ed s ess has signi ican implica ions o men al heal h, p oduc i i y, and o e all well-being. Acco ding
o he Eu opean Wo king Condi ions Su ey (EWCS), 25% o Eu opean wo ke s say hey ha e expe ienced
occupa ional s ess a some poin du ing hei wo king ca ee . As a esul , Eu opean agencies ha e c ea ed
egula ions, and Eu opean coun ies ha e implemen ed di e en s a egies o assess and manage wo k- ela ed
s ess e ec i ely (Eu opean Agency o Sa e y and Heal h a Wo k, 2014). Eu opean Union da a sheds ligh on
he p e alence o wo k- ela ed s ess and he impe a i e need o e ec i e measu es o add ess his conce n
(Pa en -Thi ion, Macías, Hu ley & Ve meylen, 2007). The g ow h o occupa ional heal h and sa e y is hus
accompanied by an emo ional componen and has become a new wo k need in he se ice socie y. Emo ional
managemen a wo k can ha e a de imen al impac on wo ke heal h since i di ec ly a ec s employee
exhaus ion and job sa is ac ion (Mi a, 2022).
The In e na ional O ganiza ion o S anda diza ion (ISO) in oduced he S anda d UNE-ISO 45003: 2021 o
deal wi h he managemen o psychological heal h in he wo kplace. This publica ion ga he s oge he
p ocedu es o he managemen o psychosocial isks in o de o imp o e he physical and men al heal h o
employees (In e na ional O ganiza ion o S anda iza ion, 2021). O e all, o ganisa ions play a c ucial ole in
c ea ing a sa e and heal hy wo k en i onmen ha suppo s emo ional well-being (Ki s en, 2022; Ko en e al.,
2023). Addi ionally, occupa ional heal h and sa e y has become an impo an aspec o o ganisa ion as a
consequence o he changing na u e o he wo kplace, he COVID-19 pandemic and he inc eased awa eness o
men al heal h (Jain e al., 2022; Ki s en, 2022).
This is suppo ed by he Sus ainable De elopmen Goals (SDG) ou lined in he 2030 Agenda. The p ese a ion
o wo ke s’ heal h and he p o ision o decen employmen a e essen ial o achie ing hese aims (UNESCO,
2017). The In e na ional Labo O ganiza ion also emphasises ha p o ec ing he basic human igh o good
heal h depends on enac ing laws and aking o he s eps o p omo e men al heal h in he wo kplace (In e na ional
Labou O ganiza ion, 2022). As he concep o occupa ional heal h and sa e y e ol es o encompass well-being,
i is pa icula ly impo an o examine he si ua ion in highe educa ion ins i u ions.
2.2. Psychosocial Risks in he Con ex o Highe Educa ion
S udies e eal a dec ease in men al heal h among highe educa ion wo ke s, who epo highe s ess le els and
lowe well-being compa ed o he gene al popula ion (Mo ish, 2019). The Co id-19 pandemic has u he
inc eased hese conce ns (Ko en e al., 2023; W ay & Kinman, 2021). Má ó e al. (2020) ound ha uni e si y
s a a e exposed o a a ie y o psychosocial isk ac o s, which aises men al s ess and he p obabili y o
men al heal h diso de s (Má ó e al., 2020).
Uni e si y pe sonnel ace high wo kloads, ime p essu e, bu nou and lack o sel -awa eness ega ding emo ional
managemen , c ea ing a challenging wo k en i onmen (Co puz, 2023). Emo ional in elligence eme ges as a
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c i ical componen o e ec i e uni e si y s a unc ioning due o he complex emo ional demands o
in e ac ing wi h s uden s (Mu huswamy, 2021).
The e a e wo g oups o uni e si y s a : Teaching and Resea ch S a and Adminis a i e and Se ice S a .
Al hough bo h g oups sha e he same communi y, a ious s udies ha e demons a ed di e ences be ween hem.
In he case o he Teaching and Resea ch S a , hey ha e o balance eaching, esea ch and adminis a i e oles
(Jiao, Ha ison, Chen & Bu che , 2021) and a he same ime adap o new eaching models (Ko en e al., 2023),
manage hei wo kload and cope wi h he p essu e o succeed (Pla a, 2024). The s udy by Má ó e al. (2020) also
highligh s he p esence o s ic deadlines, wo kload o e load and communica ion issues. The Adminis a i e
and Se ice S a ha e been less s udied (Coleman & Ali, 2022), and i is o en no di ec ly in ol ed in
eaching and esea ch ac i i ies, ins ead, hey ca y ou adminis a i e asks, p o ide suppo and o e use
assis ance (Depa amen d’Educació de la Gene ali a de Ca alunya, 2024). Despi e hese di e ences,
psychosocial isks be ween he wo g oups show no signi ican a ia ions (Uni e sidad de Se illa, 2023).
Men al wo kload is highe among Teaching and Resea ch S a , while Adminis a i e and Se ice S a exhibi s
g ea e ulne abili y o anxie y (Salaza , Palomo-Osuna, de Sola, Mo al-Muñoz, Dueñas & Failde, 2021). This
sugges s a need o u he in-dep h esea ch on hese ac o s o de elop in e en ions ailo ed o he speci ic
cha ac e is ics o each g oup (González-Rico, Ca alho, Chambel & Gue e o, 2018).
Acco ding o he esea ch o Educa ion Suppo ’s esea ch, many esponden s showed signs o bu nou , wi h
mo e han six ou o en (65.3%) eeling emo ionally exhaus ed om hei wo k a leas “once a week” (W ay &
Kinman, 2021). Mo eo e , nume ous esea che s poin ou he equency o wo k s ess and i s ela ionship wi h
men al heal h p oblems among highe educa ion pe sonnel because o he high emo ional expec a ions (Chi ico,
Gio gi & Magna i a, 2023; Má ó e al., 2020; Mud ak, Zab odska, K e on, Jelinek, Bla ny, Solco a e al., 2018;
Pujol, 2018; Schon eld, Bianchi & Lueh ing-S ones, 2017; W ay & Kinman, 2021).
Some au ho s add ha he uni e si y en i onmen is a ec ed by he BANI concep (b i le, anxious,
non-linea and incomp ehensible), cha ac e ized by i s ins abili y and complexi y. This con ex inc eases he
p essu e on uni e si ies o espond quickly o he changing demands o he labo ma ke , echnological
ad ancemen s and s uden expec a ions (Podolchak e al., 2024). In his con ex , a need has a isen o os e a
cul u e o esilience among uni e si y s a o equip hem wi h emo ional coping s a egies o ad e se
si ua ions (Co onado-Maldonado & Bení ez-Má quez, 2023).
The Wo ld Heal h O ganiza ion and he In e na ional Labo O ganiza ion (2022) ad ise a comp ehensi e
app oach o wo kplace men al heal h managemen o add ess men al heal h conce ns e ec i ely and o sa egua d
he well-being o all employees. Acco ding o Cohen, Kama ck and Me mels ein (2083) sys ema ic e iew,
wo ke s who ecei e wo kplace wellness in e en ions o o he ea men s aimed a educing absen eeism epo
highe le els o p oduc i i y, which may lead o highe job sa is ac ion.
While da a acili a ed by he Union Rep esen a i es’ Commi ee o he uni e si y whe e we ocus he s udy,
shows a sense o willingness o con ibu e among Teaching and Resea ch S a and Adminis a i e and Se ice
S a (83.3% and 73.1%, espec i ely), a signi ican p opo ion (55.2%) also epo ed expe iencing s ess o
anxie y. This poin s o a possible gap be ween employee engagemen and well-being.
His o ically, cogni i e skills we e conside ed he mos impo an skills in he wo kplace. Howe e , he ecogni ion
o he equal impo ance o emo ional compe encies has been g owing (Ka yash ee & Anupama, 2023). The
li e a u e has es ablished a ela ionship be ween emo ional in elligence and a ious psychosocial a iables, such as
s ess and engagemen . Emo ional in elligence is de ined as “ he abili y o moni o one’s own and o he s’ eelings
and emo ions, o disc imina e among hem and o use his in o ma ion o guide one’s hinking and ac ions”
(Salo ey & Maye , 1990: page 189).
Se e al s udies ha e shown ha emo ional in elligence has a signi ican in luence on pe cei ed s ess (Akanni e
al., 2020; Edmund e al., 2023; Podolchak e al., 2024). People wi h high le els o emo ional in elligence possess
mo e emo ional esou ces o cope wi h s ess, which allows hem o ha e a lowe pe cep ion o s ess in
high-p essu e si ua ions. This mechanism ope a es h ough emo ional egula ion, enabling people wi h high
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emo ional in elligence o manage nega i e emo ions mo e e ec i ely, he eby educing hei nega i e emo ional
esponse o s ess ul si ua ions (Gohm, Baumann & Sniezek, 2001).
Ano he impo an concep is employee engagemen , which e e s o an employee’s en husiasm o hei job and
en i onmen (Schau eli & Bakke , 2011), which can lead o p oduc i i y and well-being and con ibu e o he
o ganisa ion’s success (Manso , Ma -Jusoh, Hashim, Muhammad & Oma , 2023). Resea ch indica es a subs an ial
co ela ion be ween emo ional in elligence and employee engagemen (Sel i & Aiswa ya, 2023). Acco ding o
s udies, emo ional in elligence is connec ed wi h be e communica ion skills and managing s a egies (Ju izen,
Khai & Lo iky, 2023).
Pe cei ed s ess and managemen a e wo ela ed a iables ha can ha e opposing e ec s on wo ke s’ men al
heal h and pe o mance (Rahmi, Fi iana, Ha ding & Agus iani, 2021). Acco ding o Bakke and Deme ou i’s Job
Demands-Resou ces Model (2007), pe cei ed s ess can be conside ed a ac o ha deple es ene gy and pe sonal
esou ces, po en ially impac ing engagemen . S udies ha e shown ha s ess is one o he main con ibu o s o
men al heal h issues in uni e si ies as i educes he abili y o concen a e and a ec s he quali y o in e pe sonal
ela ionships, po en ially leading o emo ional exhaus ion (Má ó e al., 2020; Mud ak e al., 2018; Pujol, 2018).
Emo ional in elligence can ac as a mode a o in he ela ionship be ween pe cei ed s ess and engagemen .
Wo ke s wi h high le el o emo ional in elligence ha e mo e emo ional esou ces o manage s ess e ec i ely
(Gila -Co bi, Pozo-Rico, Sanchez & Cas ejon, 2019).
As a esul , uni e si ies a e aking on asks and esponsibili ies o enhance he heal h o hei pe sonnel and a e
he bes places o apply ini ia i es a ge ed a hei membe s’ occupa ional heal h (A oyo-Ace edo, Landazabal
& Pino, 2015). Consequen ly, in o de o lowe heal hca e expenses and imp o e p oduc i i y, highe educa ion
needs o implemen policies ha gi e he heal h and well-being o i s pe sonnel he highes p io i y (Jiao e al.,
2021; Ma ínez-Rie a e al., 2018; Má ó e al., 2020). Howe e , despi e he g owing li e a u e on men al heal h a
wo k, as well as esou ces and ecommenda ions, he e is s ill a lack o e idence o he e ec i eness and social
alidi y o speci ic men al wellbeing in e en ions (Jayman e al., 2022; W ay & Kinman, 2021). Gi en he
emo ional demands o uni e si y s a and he po en ial bene i s o emo ional in elligence, he ollowing sec ion
explo es exis ing esea ch on aining p og ammes in he wo kplace.
2.3. Emo ional In elligence T aining in he Wo kplace
Emo ional well-being is no longe a seconda y conside a ion in occupa ional heal h and sa e y (OHS).
O ganisa ions ecognise i s impo ance beside physical sa e y, p io i ising emo ional compe ence as a key aspec
o employee well-being (Mi a, 2022). Emo ional in elligence is becoming inc easingly ecognised in he
wo kplace, as e idenced by he Wo ld Economic Fo um (G ay, 2016). Resea ch consis en ly links EI o
well-being, wi h bene i s including educed s ess and imp o ed men al heal h (Akanni e al., 2020; B esó &
Salano a, 2010; Ko sou e al., 2019).
Emo ional in elligence aining p og ammes can imp o e emo ional egula ion skills, leading o a sa e wo k
en i onmen (Edmund e al., 2023; I elebuegu, Ma ins, Theophilus & A ewa, 2019). Addi ionally, highe
emo ional in elligence has been associa ed wi h inc eased job sa is ac ion, lowe bu nou a es, and imp o ed
employee engagemen (Ceballos, Sola e & Ayala, 2017; Olalekan e al., 2024; Papou si, D igas & Skianis, 2019).
As high le els o emo ional in elligence in employees can esul in inc eased psychological well-being in he
wo kplace, i s ands o eason ha employees who a e mo e emo ionally in elligen a e mo e able and willing o
con ibu e o ad ancing he company o ins i u ion (Sanchez-Gomez & B eso, 2019). This aligns wi h indings
by Ko sou e al. (2019), whe e in e en ions based on emo ional in elligence we e success ul in ea ing and
p e en ing bu nou and ch onic s ess (Ko sou e al., 2019).
Ko sou’s sys ema ic e iew examines he emo ional in elligence in e en ions ca ied ou in he wo kplace
se ings, and hey ound 46 s udies wi h posi i e ou comes o g oups ecei ing he in e en ion compa ed o
con ol g oups The analysed s udies abou emo ional in elligence conside di e en aspec s. Rega ding he
in e en ion, mos o he s udies ollowed a p ima y in e en ion, meaning ha he in e en ion happens be o e
he p oblem appea s. Mo eo e , he s udy highligh s he need o con ol g oups and andomised con olled
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designs. The majo i y o he s udies we e ca ied ou in a s uden sample, conside ing ha no s udy conside ed
he highe educa ion sec o o be a wo kplace (Ko sou e al., 2019).
Emo ional in elligence is necessa y o managing emo ions o lowe s ess and imp o e men al heal h ou comes
(Má ó e al., 2020). The bene i s o EI ex end beyond he wo kplace, wi h some ad oca ing he inco po a ion o
empa hy and emo ional in elligence skills in o he cu iculum o heal h science s uden s (Aguila ,
Toledano-Mo eno, Casas-Ba agán, Albo noz-Cabello, Tapia-Ha o & Co ea-Rod íguez, 2024). Mo eo e ,
implemen ing emo ional educa ion s a egies ac s as a p o ec i e ac o o employees by enhancing emo ion
egula ion and unde s anding (Ga cía, To ano & Ga cía, 2020). These p og ammes ha e been linked o lowe
s ess le els (Ga cía e al., 2020; Gila -Co bi e al., 2019; Saedpanah, Salehi & Moghaddam, 2016) and imp o ed
psychological well-being (Mikulic, C espi & Radusky, 2015; Sánchez-Ál a ez, Ex eme a & Fe nández-Be ocal,
2016). This aligns wi h calls o business o es ablish aining ini ia i es o imp o e emo ional in elligence and
assess employee well-being (Muni & Azam, 2017). Se e al s udies suppo he posi i e impac o emo ional
in elligence aining on employee’s wellbeing (Gila -Co bi e al., 2019; Hodzic, Scha en, Ripoll, Holling &
Zenasni, 2018; Jiao e al., 2021). Mo eo e , Ko sou e al. (2019) conclude in hei s udy ha i is necessa y o es
emo ional in elligence in e en ions as a ool o p e en s ess and bu nou (Ko sou e al., 2019).
2.4. Emo ional In elligence T aining in Uni e si y Pe sonnel
Resea ch suppo s he bene i s o imp o ing emo ional in elligence among uni e si y s a (Akanni e al., 2020).
Akanni e al. (2020) ound ha indi iduals equipped wi h emo ional in elligence skills can be e manage
wo kplace demands, imp o e coping mechanisms and enhance s ess ole ance. Addi ionally, Maama i and
Salloum (2023) emphasise he impo ance o emo ionally in elligen lec u e s o inc easing eaching e icacy,
sugges ing ha inco po a ing emo ional in elligence aining p og ammes o ins uc o s can ha e a posi i e
impac on he academic en i onmen .
Despi e he posi i e indings o emo ional in elligence aining in he wo kplace, a c i ical gap exis s in esea ch
on in e en ions speci ically designed o uni e si y pe sonnel. Ko sou’s sys ema ic e iew which analysed s udies
on emo ional in elligence in e en ions in a ious wo k se ings, did no include any s a om highe educa ion
(Ko sou e al., 2019). While esea ch on emo ions a uni e si y emains limi ed, Mu huswamy (2021) highligh s
he need o in eg a e emo ional in elligence in o eache p epa a ion p og ammes and educa ional policy
(Mu huswamy, 2021). This aligns wi h he g owing ecogni ion ha uni e si ies should s i e o imp o e
emo ional in elligence and engagemen o hei pe sonnel o enhance o e all p oduc i i y and pe o mance
(Co puz, 2023; Gila -Co bi e al., 2019).
The cu en s udy aims o analyse he ini ial s a e o emo ional in elligence, engagemen and s ess in a Spanish
uni e si y and examine he e icacy o an emo ional in elligence aining p og amme speci ically designed o
uni e si y pe sonnel. Building on pas esea ch, we hypo hesise ha he aining will imp o e emo ional
in elligence and educe pe cei ed s ess among pa icipan s. The ollowing hypo heses a e de eloped:
H1. The emo ional in elligence o pa icipan s in he emo ional educa ion p og amme will imp o e a e aining
compa ed o he con ol g oup. This hypo hesis assumes ha emo ional in elligence can be de eloped h ough
emo ional educa ion p og ams. P e ious s udies ha e shown ha speci ic aining can e ec i ely imp o e
emo ional in elligence (Ko sou e al., 2019; Maama i & Salloum, 2023). We expec ha pa icipan s in he
in e en ion g oup will show a signi ican imp o emen in hei emo ional in elligence, as measu ed be o e and
a e he aining, compa ed o a con ol g oup.
H2. The e will be a nega i e ela ionship be ween emo ional in elligence and pe cei ed s ess, such ha highe
emo ional in elligence will co espond wi h lowe le els o s ess. This hypo hesis is based on e idence
sugges ing ha indi iduals wi h highe emo ional in elligence a e be e equipped o cope wi h s ess due o hei
imp o ed emo ional egula ion abili ies (Akanni e al., 2020; Saikia e al., 2024). The e o e, we expec ha
pa icipan s wi h highe emo ional in elligence le els will epo lowe le els o pe cei ed s ess.
H3. Emo ional in elligence will be posi i ely ela ed o engagemen , such ha highe emo ional in elligence will
co espond wi h highe le els o engagemen . Resea ch sugges ha emo ional in elligence is linked o wo k
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engagemen by imp o ing mo i a ion, in e pe sonal ela ionships and esilience (Sanchez-Gomez & B eso,
2019). We hypo hesize ha pa icipan s wi h highe emo ional in elligence will show highe engagemen le els.
H4. Pa icipan s who ecei e he in e en ion will show a g ea e educ ion in pe cei ed s ess and a g ea e
inc ease in engagemen compa ed o he con ol g oup. This hypo hesis builds on indings ha emo ional
in elligence aining can educe pe cei ed s ess and will inc ease wo k engagemen by imp o ing sel - egula ion
and awa eness (Ceballos e al., 2017). We expec he in e en ion g oup o demons a e signi ican imp o emen s
in bo h s ess managemen and wo k engagemen compa ed o he con ol g oup.
3. Me hodology
3.1. S udy Design and Pa icipan s
The e we e wo phases in he in es iga ion. Fi s , an explo a o y app oach was employed o de e mine he ini ial
le el o emo ional in elligence, engagemen and s ess o he pa icipan s, as well as he ela ionships be ween hem.
A he ime o da a collec ion, he Uni e si y o Vic had 1,100 employees, o whom 615 me he inclusion
c i e ion o ha ing ull- ime employmen a he uni e si y. Pa icipa ion in he s udy was olun a y. The sample
e o ob ained was 5.5% wi h a 95% con idence in e al.
In he i s explo a o y phase, we dis ibu ed mul iple ques ionnai es alida ed by he Resea ch E hics Commi ee o
he en i e ins i u ion (Uni e si y o Vic – Cen al Uni e si y o Ca alonia) and ecei ed esponses om 208 uni e si y
pe sonnel. O hese esponden s, 102 belonged o he Teaching and Resea ch S a and 102 o he Adminis a i e and
Se ice S a . Table 1 shows he p og ession o he pa icipa ion o e ime among he wo main g oups.
Popula ion Ini ial sample Final sample
Job ca ego y
Teaching and Resea ch S a 344 102 52
Adminis a i e and Se ice S a 271 106 46
All pa icipan s 615 208 98
Table 1. Sample and pa icipa ion in he i s phase
The second phase included a quasi-expe imen al p e- es /pos - es design o de e mine he impac o emo ional
in elligence educa ion on he esea ch a iables. The 208 pa icipan s we e sepa a ed in o wo g oups o 104
each (expe imen al and con ol), wi h he expe imen al g oup gi en he oppo uni y o ecei e emo ional
in elligence aining. F om his g oup, a o al o 25 people comple ed he aining. When he aining was
comple ed, we asked he pa icipan s o comple e he ques ionnai es again, and we ecei ed 81 esponses om
he con ol g oup and 17 om he in e en ion g oup. Table 2 de ails his phase’s sample and pa icipa ion.
Popula ion Ini ial sample Final sample
Expe imen al g oup 104 25 17
Con ol g oup 104 81 81
All pa icipan s 208 208 98
Table 2. Sample and pa icipa ion in he second phase
A quasi-expe imen al design was used as i allows he compa ison o he e ec s o an in e en ion be ween an
expe imen al and a con ol g oup. This me hod is common in social esea ch whe e ull andom assignmen is
no possible due o o ganisa ional cons ain s and s a a ailabili y (C eswell, 2009). Simila designs ha e been
used in s udies e alua ing he impac o in e en ions on psychological a iables (Gila -Co bi e al., 2019;
Ka imi, Legga , Ba am & Rada, 2020).
The sample ocused on he Uni e si y o Vic o se e al easons. Fi s , employees o his uni e si y expe ience
high emo ional demands acco ding o he esul s o a psychosocial isks assessmen . Addi ionally, his ins i u ion
has demons a ed a commi men o he heal h and well-being o i s employees, which mo i a es s a
pa icipa ion in heal h educa ion ini ia i es.
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Addi ionally, we obse ed a mode a e nega i e connec ion be ween emo ional in elligence and pe cei ed s ess
(–0.237*, p<0.001), which e e s o he idea ha he abili y o manage emo ions can lowe s ess (Akanni e al.,
2020; B esó & Salano a, 2010; Ko sou e al., 2019; Maama i & Salloum, 2023; Olalekan e al., 2024; Saikia e al., 2024).
Mo eo e , he posi i e co ela ion be ween emo ional in elligence and bo h wo k engagemen and pe cei ed s ess
highligh s he ongoing need o suppo emo ional well-being in his popula ion. This aligns wi h p e ious esea ch
highligh ing he men al heal h challenges aced by uni e si y s a (Mu huswamy, 2021; W ay & Kinman, 2021).
Wi h hese esul s in he i s phase, i is e iden ha aining emo ional in elligence wi h app op ia e
in e en ions, in highe educa ion ins i u ions, a ou s he pe cei ed s ess and engagemen o uni e si y
pe sonnel. The e ec i eness o he esea ch is demons a ed by he di e ences in he ollow-up sco es be ween
he Q0 and Q1 in each g oup, in line wi h p e ious s udies, such as Ko sou e al’s (2019) sys ema ic e iew, which
concluded ha he g oups ha ecei ed hese in e en ions showed imp o emen s, in con as o hose who did
no . This con ibu es o p io esea ch indica ing ha emo ional in elligence aining can help people imp o e
hei emo ional sel - egula ion and awa eness abili ies (Akanni e al., 2020). Ou indings sugges ha uni e si ies
should conside in eg a ing emo ional in elligence aining p og ams o hei s a , as such in e en ions can
imp o e emo ional well-being and wo k engagemen .
In he esea ch, he expe imen al g oup and he con ol g oup do no di e signi ican ly in age, gende , le el o
s udies and job ca ego y. The ini ial explo a ion, h ough alida ed ques ionnai es o emo ional in elligence,
pe cei ed s ess, and wo k commi men , shows a ela i ely high le el o emo ional in elligence in he sample
unde s udy. Likewise, he sample e lec s a high deg ee o commi men , wi h no di e ences be ween gende o
in he o he demog aphic a iables.
Thus, we obse ed signi ican imp o emen s in he in e en ion g oup in wo k engagemen , pa icula ly in
igou and abso p ion, sugges ing ha he p og amme’s ocus on enhancing sel - egula ion skills can equip
indi iduals wi h he abili y o main ain ocus and pe sis in challenging si ua ions (Sanchez-Gomez & B eso,
2019). An unexpec ed inding was he sligh inc ease in pe cei ed s ess le els ollowing he aining, which could
be a ibu ed o se e al ac o s such as heigh ened awa eness o s ess du ing he aining, he demands o he
aining i sel , o ex e nal s esso s un ela ed o he p og amme.
Ou s udy con ibu es o he exis ing li e a u e on emo ional in elligence aining p og ammes, highligh ing he
need o p epa e in e en ions o speci ic o ganisa ional con ex s and emphasising pa icula aspec s o
emo ional in elligence. While o e all sco es may no change signi ican ly, as seen in some o he s udies, ou
indings show posi i e ends in a eas like emo ional egula ion and app aisal o he in e en ion g oup.
Addi ionally, he in e en ion g oup showed highe emo ional in elligence sco es in he baseline, which allows us
o explo e he e ec i eness o he aining a imp o ing e en exis ing skills. Mo eo e , he posi i e co ela ion
be ween emo ional in elligence, s ess and engagemen highligh s he need o mo e esea ch in o in e en ions
wi h long- e m ollow-up.
As highligh ed in he in oduc ion, he e is a limi ed body o esea ch on he impac o emo ional in elligence
aining p og ammes on uni e si y pe sonnel. Emo ional in elligence can enhance emo ional well-being and
engagemen in an academic en i onmen , which p esen s unique s esso s s emming om academic and
adminis a i e p essu es. O ganisa ions may g ea ly imp o e hei wo ke s’ men al heal h and job pe o mance by
equipping hem wi h app op ia e s ess managemen solu ions and emo ional egula ion echniques (Muni &
Azam, 2017).
Ou esul s sugges ha emo ional in elligence is no only an e ec i e ool o educing pe cei ed s ess bu also
ac s as a mode a o in he ela ionship be ween s ess and engagemen . This means ha indi iduals wi h high
emo ional in elligence can emain commi ed o hei asks despi e he high emo ional demands hey expe ience.
This mode a ing ole o emo ional in elligence p o ides new insigh s in o how o manage s ess in he wo kplace
and how o enhance wo k engagemen in high-p essu e si ua ions.
This s udy has se e al limi a ions. The esea ch was conduc ed in a single uni e si y, wi h in e en ions in only
wo academic yea s. Fu he mo e, while no subs an ial changes we e de ec ed in he expe imen al g oup
ollowing he in e en ion, u he longi udinal esea ch is equi ed o assess he long- e m in luence o such
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ea men s on well-being and wo k pe o mance. One o he main limi a ions o his s udy is he nume ical
imbalance be ween con ol and expe imen al g oups, which may hinde he gene aliza ion o he esul s in o he
con ex s o uni e si y en i onmen s. Fu u e esea ch should conside a mo e balanced and ep esen a i e sample.
Fu he mo e, he lack o comple e andom assignmen o pa icipan s limi s he abili y o con ol o all
a iables ha could in luence he esul s. Al hough he quasi-expe imen al design has p o en o be sui able o
his ype o en i onmen , u u e s udies could conside o he expe imen al designs wi h andom assignmen .
Mo eo e , he e was a low e en ion a e in he expe imen al g oup, which can be explained by olun a y
wi hd awal, o he wo k commi men s, changes in s a a ailabili y and sick lea e. Pe iodic eminde s we e ca ied
ou , and di e en channels we e used o encou age he sample o pa icipa e. Fu u e s udies should conside
mo e in ensi e ollow-ups as well as unde s anding he easons o wi hd awal om he s udy.
The e o e, in u u e s udies we will add a ou h phase o in e en ion o he sample. The esul s o his
esea ch se e as a pilo s udy and can be eplica ed in uni e si ies wi h simila cha ac e is ics. This is why we will
y in u u e s udies o ex end he s udy o o he uni e si ies, wi h in e en ions in mo e academic cou ses o
subsequen ly p oceed o he app op ia e compa ison. Fo u u e s udies, i is p oposed o del e in o he speci ic
di e ences be ween he wo s udied g oups o be e iden i y hei pa icula s esso s and ailo in e en ions
acco ding o hei speci ic needs.
Finally, i will be in e es ing in u u e s udies o include o he analysis a iables ha can be ound wi hin he
o ganisa ion, such as wo k clima e, speci ic p o essional ca ego ies, o ganisa ional cul u e o he hie a chical
s uc u e o he pa icipan s.
In summa y, his s udy p o ides p omising e idence ha emo ional in elligence aining o uni e si y s a can
imp o e emo ional well-being and wo k engagemen . Ou indings ha e impo an implica ions o highe
educa ion ins i u ions’ occupa ional heal h managemen , highligh ing he need o emo ional in elligence
in e en ions o suppo s a well-being. Gi en he g owing emphasis on s a well-being in uni e si ies, ou
esea ch sugges s ha p io i ising emo ional in elligence de elopmen and p e en ion o s ess can be a
success ul s a egy o p omo e a posi i e wo king en i onmen .
6. Conclusions
Once he esea ch has been ca ied ou , i becomes e iden ha , acco ding o he esul s ob ained, EI has a di ec
ela ion o engagemen and s ess among uni e si y pe sonnel (Akanni e al., 2020). On he o he hand, while
o e all sco es did no show a signi ican di e ence a e he EI aining o academic and non-academic uni e si y
pe sonnel, i is impo an o highligh he posi i e ends o he in e en ion g oup (Coleman & Ali, 2022).
The esea ch aimed o e alua e he e ec i eness o an emo ional educa ion p og amme on emo ional in elligence,
pe cei ed s ess and engagemen among uni e si y employees. The esul s show ha he emo ional educa ion
p og amme had a posi i e impac on bo h he educ ion o pe cei ed s ess and he inc ease in engagemen among
uni e si y s a . These indings highligh he impo ance o in eg a ing emo ional educa ion p og ammes o
imp o e employee well-being and educe he nega i e e ec s o s ess. They also p o ide a solid ounda ion o
ad oca e o uni e si y labou policies o include aining in emo ional in elligence o hei employees.
This s udy con ibu es o he heo e ical unde s anding o emo ional in elligence in highe educa ion, a con ex
ha has ecei ed limi ed a en ion in p e ious esea ch. By examining he in e play be ween emo ional
in elligence, s ess and engagemen , i sheds ligh on he mode a ing ole o emo ional in elligence in main aining
wo kplace engagemen unde high-s ess condi ions. Mo eo e , he indings ex end exis ing li e a u e by
add essing he in e dependence o hese a iables, o e ing a mo e holis ic pe spec i e on wo kplace well-being.
These con ibu ions p o ide a basis o u u e esea ch on psychosocial isks and emo ional educa ion
in e en ion in o ganisa ional con ex s.
The esul s ha e signi ican p ac ical implica ions o highe educa ion ins i u ions. Emo ional educa ion
p og ams can se e as e ec i e ools o educing s ess and inc easing engagemen among uni e si y s a . By
eaching employees emo ional egula ion skills, uni e si ies can os e a posi i e wo k en i onmen , enhancing
bo h indi idual well-being and ins i u ional p oduc i i y. The indings also ad oca e o in eg a ing emo ional
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in elligence aining in o occupa ional heal h policies, aligning wi h b oade e o s o add ess men al heal h
challenges in academic se ings. Mo eo e , he obse ed di e ences be ween academic and adminis a i e s a ,
emphasise he need o ailo ed in e en ions ha conside he dis inc s esso s aced by hese g oups. While
u he esea ch is needed o con i m hese indings on a la ge scale, he p og amme demons a es p omise o
imp o ing he well-being and pe o mance o uni e si y s a .
In conclusion, his s udy p o ides a ounda ion o expanding emo ional in elligence aining p og ams in
uni e si ies. These p og ams o e an oppo uni y o empowe hei s a , enhance well-being, and na iga e
he complexi ies o he mode n educa ional landscape.^Fu he esea ch should alida e hese indings
and explo e addi ional a iables ha can be ound wi hin he o ganisa ion, such as wo k clima e, speci ic
p o essional ca ego ies, o ganisa ional cul u e o he hie a chical s uc u e o he pa icipan s. This would
p o ide a deepe unde s anding o he mul i ace ed impac o emo ional in elligence in e en ions and
hei po en ial o os e sus ainable imp o emen s in wo kplace well-being.
Decla a ion o Con lic ing In e es s
The au ho s decla ed no po en ial con lic s o in e es wi h espec o he esea ch, au ho ship, and/o
publica ion o his a icle.
Funding
The au ho s ecei ed no inancial suppo o he esea ch, au ho ship, and/o publica ion o his a icle.
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