Co esponding au ho : A ina Bo ah
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion License 4.0.
The ole o emo ional in elligences, sel -es eem and ime managemen among young
adul s
A ina Bo ah *
Depa men o Psychology, D . A jun Sekha PM, K is u Jayan i College, Bangalo e, India.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 263-279
Publica ion his o y: Recei ed on 21 Ma ch 2025; e ised on 29 Ap il 2025; accep ed on 01 May 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.2.1557
Abs ac
This s udy explo ed he ela ionships among emo ional in elligence, sel -es eem, and ime managemen in 202 young
adul s aged 18 o 26. Employing a quan i a i e, co ela ional, c oss- sec ional design, s anda dized sel - epo scales
we e used o assess hese cons uc s. The esea ch aimed o unde s and hei in e connec ions and po en ial
implica ions. Findings e ealed a signi ican nega i e co ela ion be ween sel -es eem and ime managemen ,
sugges ing highe sel - es eem was associa ed wi h poo e ime managemen . No signi ican co ela ion was ound
be ween emo ional in elligence and ime managemen , and a signi ican nega i e co ela ion eme ged be ween
emo ional in elligence and sel -es eem. Reg ession analysis con i med sel - es eem as a signi ican nega i e p edic o o
ime managemen , while emo ional in elligence did no . Media ion analysis indica ed ha emo ional in elligence did no
media e he ela ionship be ween sel -es eem and ime managemen . The s udy concluded ha he ela ionships
be ween hese ac o s in young adul s a e complex and no always as expec ed. The in e se associa ion be ween sel -
es eem and ime managemen challenges con en ional assump ions. The lack o a signi ican link be ween emo ional
in elligence and ime managemen sugges s emo ional abili ies alone may no ensu e e ec i e ime egula ion. The
indings emphasize he need o in eg a ed in e en ions combining emo ional and sel -pe cep ual de elopmen wi h
explici ime managemen aining.
Keywo ds: Emo ional in elligence; Sel -es eem; Time managemen ; Young adul s; Psychological de elopmen
1. In oduc ion
1.1. O e iew
The cu en s udy explo es how ime managemen , sel -es eem, and emo ional in elligence a e in e wined in he li es
o young adul s. People ha e inc eased demands in he pe sonal, p o essional, and academic sphe es as hey mo e om
you h o adul hood. These p essu es equen ly es hei capaci y o good ime managemen , emo ional con ol, and
sel - pe cep ion. Sel -es eem a ec s one's mo i a ion, esilience, and in e pe sonal ela ionships, while emo ional
in elligence— he capaci y o ecognize and con ol emo ions—is essen ial o adap i e unc ioning. E ec i e ime
managemen , which includes goal-se ing and planning, is c ucial o bo h s ess elie and academic pe o mance.
This s udy in ends o in es iga e how hese h ee concep ions ela e o one ano he , e alua e how hey a ec academic
o p o essional ou comes when aken oge he , and look a how hey mani es di e en ly among demog aphic g oups.
The s udy aims o o e insigh s pe inen o educa ional ins i u ions, men al heal h p o essionals, and you h
de elopmen ini ia i es. I is based on h ee heo ies: Locke and La ham's Goal-Se ing and Sel -Regula ion Theo y,
Rosenbe g's Sel -Es eem Theo y, and Maye and Salo ey's Abili y Model o Emo ional In elligence. In o de o de elop
echniques ha p omo e academic pe o mance, pe sonal de elopmen , and o e all well-being among eme ging adul s
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 263-279
264
in he Indian con ex , his s udy aims o in es iga e he in e ac ions be ween emo ional in elligence, sel -es eem, and
ime managemen .
1.2. Backg ound o he s udy
The adolescen - o-adul ansi ion is a dynamic pe iod cha ac e ized by d ama ic de elopmen al, academic, social, and
emo ional ans o ma ion. Eme ging adul s, especially hose in college o in he ea ly phases o hei ca ee s, a e
an icipa ed o make independen choices, balance esponsibili ies, and nego ia e in e pe sonal ela ionships while
pushing o pe sonal and p o essional de elopmen (A ne , 2000). These expec a ions usually elici p oblems ha
challenge hei abili y o con ol emo ions, p io i ize ime, and sel -es eem. He e, emo ional in elligence (EI), sel -
es eem, and ime managemen become essen ial psychosocial compe encies ha hold he po en ial o impac
signi ican ly on well-being and success among young adul s.
Emo ional in elligence, o he capaci y o ecognize, use, unde s and, manage, and adap o emo ions in onesel and
o he s (Maye & Salo ey, 1997), has been linked wi h imp o ed in e pe sonal ela ions, academic achie emen , s ess
ole ance, and well-being. Sel -es eem, as he pe son's global judgmen o wo hiness (Rosenbe g, 1965), is c i ical o
in luencing con idence, mo i a ion, and esilience. Time managemen , planning, and conscious con ol o ime in es ed
in ac i i ies (Claessens e al., 2007) a e i al o academic success, s ess elimina ion, and accomplishmen o goals. Goals
a e o en mo e a ainable when indi iduals possess hese skills, as hey c ea e a amewo k o p io i izing asks and
managing challenges e ec i ely. Fu he mo e, he in e play be ween emo ional in elligence, sel -es eem, and ime
managemen can lead o enhanced decision-making and a g ea e sense o ul ilmen in bo h pe sonal and academic
pu sui s.
The in e sec ion o hese h ee cons uc s — emo ional in elligence, sel -es eem, and ime managemen — o e s a
comp ehensi e unde s anding o he in e nal and ex e nal esou ces ha young adul s u ilize o cope wi h e e yday
demands. In es iga ing hei ela ionship p o ides p o ound in e p e a ion o he ins i u ions o educa ion,
p o essionals o beha io al heal h, and legisla o s in c ea ing e ec i e in e en ions ha p omo e holis ic de elopmen
and well-being.
1.3. Emo ional In elligence
The idea o emo ional in elligence (EI), o iginally concep ualized by Salo ey and Maye (1990) a e wa d made popula
by Goleman (1995), who highligh ed i s applicabili y in success wi hin one's pe sonal and p o essional li e. An
indi idual's skill o iden i y and exp ess onesel , make social ela ions, handle challenges, and make e ec i e use o
emo ional in o ma ion depends on he emo ional and social in elligence o he indi idual (Ba -On, 2006).
Based on s udies, indi iduals wi h high EI a e be e a coping wi h s ess, esol ing con lic s, and main aining
mo i a ion (Schu e e al., 1998). These abili ies imp o e indi idual pe o mance and lead o heal hie wo kplace
en i onmen s, p omo ing coope a ion and enhancing gene al eam e ec i eness (2002). Emo ional in elligence has
been linked o enhanced academic pe o mance and psychological well-being in he academic en i onmen (Pa ke e
al., 2004). Emo ional in elligence is also belie ed by Zeidne e al. (2009) o be a bu nou , dep ession, and anxie y-
p o ec i e ac o .
1.4. Sel -Es eem
Sel -es eem is one key elemen o pe sonali y and is de ined as a pe son's sense o sel - wo h and con idence
(Rosenbe g, 1965). I in luences he way indi iduals s i e o goals, in e ac wi h o he s, and pe cei e eedback.
In e es ingly, low sel -es eem has been associa ed wi h symp oms o anxie y and dep ession, as well as poo academic
pe o mance, while highe le els o sel -es eem, which has o en co ela ed wi h men al heal h ou comes, op imism, and
good a ec (O h & Robins, 2014).
Based on Rosenbe g's Sel -Es eem Theo y, indi iduals' in e ac ions wi h o he s and how o he s pe cei e hem
de e mine how hey pe cei e hemsel es and hei alue. In addi ion, sel - es eem plays a pa in mo i a ion, goal-
se ing, and pe sis ence—each o which is essen ial in he educa ional and ea ly ca ee s ages o li e (Baumeis e e al.,
2003).
1.5. Time Managemen
Time managemen is a se o skills, ools, and echniques u ilized o manage ime e icien ly in o de o achie e pa icula
asks, goals, and p ojec s (Macan e al., 1990). Good ime managemen has been associa ed wi h academic achie emen ,
dec eased s ess le els, and imp o ed quali y o li e o s uden s and young p o essionals (Nonis e al., 2005).
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Poo ime managemen , howe e , has been linked o p oc as ina ion, educed p oduc i i y, and ele a ed anxie y.
S uden s who lea n ime managemen skills a an ea ly s age a e mo e equipped o deal wi h academic and p o essional
equi emen s (B i on & Tesse , 1991).
1.6. Theo e ical S uc u e
The F amewo k o he Abili y Model o Emo ional In elligence, as p oposed by Maye and Salo ey
Acco ding o his app oach, he concep o emo ional in elligence (EI) i encompasses a ange o cogni i e skills ha a e
ela ed wi h he p ocessing o he emo ional awa eness and applica ion. The model is di ided in o ou domains, which
includes pe cei ing emo ions, unde s anding he emo ions, con olling he emo ions, and employing he emo ions o
aid in hough p ocesses (Maye & Salo ey, 1997). The app oach emphasizes how emo ions a ec beha io and hough
p ocesses, emphasizing he cogni i e componen o emo ional unc ioning.
1.7. The Sel -Es eem Theo y o Rosenbe g
Acco ding o Rosenbe g's app oach, people's sense o sel -wo h is a social mi o o how hey belie e o he people see
hem. Adolescence and ea ly adul hood shape his cogni i e and a ec i e assessmen o onesel .1.5.3 Locke & La ham's
Goal-Se ing and Sel -Regula ion Theo y (1990)
The undamen al concep o sel - egula ion, which holds ha indi idual’s con ol, di ec , and go e n hei own beha io
in o de o accomplish goals, has been used o s udy ime managemen . Planning, se ing p io i ies, and scheduling a e
he h ee main componen s o ime managemen , and each equi es a high deg ee o mo i a ion and sel -e icacy.
1.8. In e ac ion among Emo ional In elligence, Sel -Es eem, and Time Managemen
Sel -es eem and emo ional in elligence ha e a posi i e ela ionship, as is indica ed by a ious s udies. Indi iduals who
ha e high EI a e mo e capable o egula ing nega i e sel - iews and a e mo e awa e o hei pe sonal s eng hs and
weaknesses, enhancing hei sel -es eem (Ma o eli e al., 2007). Simila ly, i has been ound ha sel -es eem in luences
ime managemen beha io s; indi iduals who pe cei e hemsel es highly end o be mo e p oac i e, s uc u ed, and
goal di ec ed (Eilam & Aha on, 2003).
In addi ion, by mo i a ion, managemen o s ess, and emo ional egula ion, emo ional in elligence acili a es e ec i e
ime managemen . Emo ionally s able young adul s a e be e a concen a ing and managing dis ac ions, which
enhances pe o mance and goal achie emen (Pehli an, 2013).
2. Re iew o Li e a u e
This e iew se s ou o gi e an objec i e p esen a ion o he p e ailing knowledge ega ding Emo ional In elligence (EI),
Sel -Es eem (SE), and Time Managemen (TM), ocusing on hei concep ual unde pinnings, empi ical e idence, and
in e connec i i y. Emo ional in elligence (EI), which has been linked o imp o ed psychological well-being, academic
success, and in e pe sonal unc ioning, is gene ally unde s ood o be he capaci y o iden i y, unde s and, and con ol
emo ions. Sel -es eem, o SE, is closely ela ed o emo ional in elligence (EI) and has been shown o modula e i s impac s
on ou comes such as academic mo i a ion and li e happiness. Sel -es eem and s ess educ ion a e also posi i ely
impac ed by TM, he beha iou al and cogni i e abili y o o ganize and manage ime. Al hough each cons uc has been
in es iga ed sepa a ely o in combina ion, ew s udies ha e explo ed hei join impac , especially in young adul s
unde going key de elopmen al ansi ions. This e iew emphasizes he necessi y o in eg a ed s udies ha in es iga e
how EI, SE, and TM in e ac o in luence psychological unc ioning and achie emen in his g oup.
Bo okho ski and Obukho a (2021) sough o in es iga e how emo ional in elligence in luenced Russian young people'
sel - ealiza ion. 112 ull- ime and pa - ime uni e si y s uden s pa icipa ed in he s udy and answe ed ques ions abou
emo ional in elligence and sel - ealiza ion (pe sonal, p o essional, and social). Reg ession and co ela ional analysis
we e employed. Key indings showed ha sel - ealiza ion was highly in luenced by he gene al emo ional in elligence
ac o , wi h he in e pe sonal componen se ing as he mos eliable p edic o . Acco ding o he au ho s, emo ional
in elligence is a po en adap i e elemen ha can o se he de imen al e ec s o di icul li e si ua ions in young
adul hood.
Philip e al. (2022) examined he connec ion be ween young adul s' social suppo pe cei ed by hem and emo ional
in elligence among indi iduals aged 20–25. The P o ision o Social Rela ions (PSR) Scale and he Emo ional In elligence
Sel -Assessmen Scale we e applied o he s udy, which consis ed o 80 pa icipan s di ided equally ac oss gende s. The
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 263-279
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esul s, which we e examined using Spea man's ank co ela ion, indica ed ha emo ional in elligence and social
suppo om iends and amily we e nega i ely co ela ed. Emo ional in elligence was also nega i ely co ela ed wi h
o al social suppo . The au ho s sugges ha u u e s udies should examine possible mode a ing o in e ening
a iables ha may accoun o hese su p ise indings since hese esul s con adic p e ious esea ch. They also owned
up o he s udy's d awbacks, such as i s b ie pe iods and small pa icipan ool.
2.1. De elopmen al s ages and gende g oups
Mello e al. (2022) in es iga ed he sel -es eem and ime pe spec i e o ju enile, young indi iduals, middle-aged
indi iduals, and senio s. Among hese age g oups, he s udy used by he Rosenbe g Sel -Es eem Scale and ools o
measu e ela i e o ien a ions and linkages be ween he pas , p esen , and u u e. Age e ec s and ela ionships we e
examined using s anda d s a is ical me hods. Key indings ha demons a ed age- ela ed changes in empo al
pe spec i e dimensions showed ha sel -es eem was ad e sely connec ed wi h a ocus on he pas and a o ably
co ela ed wi h a ocus on he u u e. The au ho s sugges ha hese indings can di ec in e en ion p og ams ha use
ime pe spec i e o p omo e psychological heal h, albei acknowledging he limi a ions o he c oss-sec ional
me hodology.
De ine e al. (2024) desc ibe a con olled andom ial p o ocol o B igh IDEAS-YA, an in e en ion aimed a
imp o ing psychosocial ou comes in young indi iduals wi h no el diagnosis o cance . The s udy aims o e alua e he
e icacy o his p oblem-sol ing skills aining compa ed o enhanced usual ca e, using su eys a mul iple ime poin s
o assess changes in dep ession, anxie y, and psychosocial HRQOL. The p inciple ou come will be he shi a 6 mon hs,
wi h subo dina e endpoin s a o he ime poin s. They will also explo e media o s and mode a o s o ea men e ec s,
po en ially iden i ying segmen s o he popula ion hose a e bene i ing om he in e en ion. The s udy in ends o
de e mine i B igh IDEAS-YA can enhance he psychosocial well-being o his ulne able popula ion.
Rome o-Pé ez & Sánchez-Lissen (2022) c i ically analyzed dominan scien i ic na a i es on e ec i e ime managemen
among s uden s om 1990 o 2021, e iewing 51 pape s. The s udy aimed o analyze he implici assump ions and
summa ize scien i ic e idence, inding ha esea ch o en e lec s a dominan socie al na a i e linking e ec i e ime
managemen o pe o mance and sel -discipline. Howe e , he au ho s ound a lack o a en ion o sociocul u al and
pedagogical aspec s and he subjec i e emo ional impac o accele a ed ins uc ion, wo kload, and mul i asking on
s uden s' well-being. They ecommend u he in es iga ion in o s uden s' collec i e and indi idual expe iences
ega ding hese emo ional impac s.
Smi h and Chuning (2023) in es iga ed he e icacy o an online emo ional skills aining p og am o imp o e
socioemo ional skills. The s udy e iewed li e a u e unde sco ing he impo ance o socioemo ional unc ioning o
men al heal h and a ious heal h ou comes. The indings o he e icacy in es iga ion (no de ailed in his exce p ) would
e eal he p og am's impac on pa icipan s' abili y o ecognize and egula e emo ions. The au ho s sugges hei
p og am could be a aluable con ibu ion o esea ch in his a ea by p o iding a scalable in e en ion o enhancing
emo ional skills.
Kim and Whi e (2018) conduc ed a sys ema ic li e a u e e iew o 23 a icles (2004-2014) o unde s and ba ie s and
acili a o s in in e pe sonal communica ion be ween heal h p o essionals and young adul s o imp o e heal h ca e
ou comes. The e iew iden i ied h ee majo hemes: challenges in discussing sensi i e issues, he necessi y o us and
emo ional sa e y, and he impo ance o inclusion and au onomy. Key indings highligh ed ha young clien s o en ace
ba ie s like emba assmen and ea o judgmen when discussing p i a e o aboo opics, impac ing hei willingness
o disclose impo an heal h in o ma ion. Recommenda ions included de eloping ou ine sc eenings, ensu ing
con iden iali y, aining heal h p o essionals in e hical easoning and communica ion skills, and inc easing awa eness
o humanis ic engagemen .
In a sys ema ic e iew o 22 s udies (2019–2023), Li e al. (2024) E alua ed he e ec i eness and use - iendliness o
eHeal h and ools ha acili a e sel -managemen and he ansi ion o heal hca e o adolescen s and young adul s
li ing wi h ch onic illnesses. Fea u es, e icacy, accep abili y, usabili y, and engagemen we e all assessed as pa o he
e iew. While young adul s ended o hink ha hese in e en ions we e e ec i e and possible because hey we e
con enien and accessible, he indings indica ed ha use engagemen was a iable and ended o dec ease o e ime.
Among he elemen s desi ed we e communica ion oppo uni ies, disease-speci ic in o ma ion, and engaging elemen s.
In o de o mee he speci ic needs o his age g oup, he au ho s highligh how impo an i is o in ol e s akeholde s
in he design p ocess.
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267
2.2. Resea ch Gap
While p io esea ch has examined he dis inc con ibu ions o ime- ela ed a iables, sel - es eem, and emo ional
in elligence (EI), he e a e s ill signi ican gaps in he li e a u e. P e ious indings e elaed ha emo ional in elligence
(EI) is associa ed wi h psychological well-being, academic achie emen , and sel -es eem (Cheung e al., 2014; Jiménez
Balles e e al., 2022).
Addi ionally, esea ch indica es ha ime managemen and pe spec i e can impac li e happiness and sel -es eem
(Mello e al., 2022; Rome o-Pé ez & Sánchez-Lissen, 2022). Few s udies, especially in he case o young indi iduals, ha e
looked a emo ional in elligence, sel -es eem, and ime managemen all wi hin he same amewo k
Young adul s expe iencing key de elopmen al ansi ions such as highe educa ion o ea ly ca ee phases ha e been
unde ep esen ed in mos p io esea ch, which has ended o ocus on e p esen a i e samples o adolescen s (e.g.,
Cos a e al., 2021; Usán Supe ía e al., 2023). In addi ion, how hese ac o s in e ac o in luence psychological
unc ioning, adjus men , and pe o mance du ing his pe iod has been la gely o e looked in he li e a u e. Al hough
some s udies ha e examined media ing ela ionships, such as happiness media ing he associa ion o emo ional
symp oms and EI (Jiménez Balles e e al., 2022) o sel - es eem media ing he impac o EI on academic in ol emen
(Ba agán Ma ín e al., 2021), comp ehensi e models inco po a ing ime managemen a e sca ce.
Las ly, ecen indings ha e epo ed con adic o y esul s ega ding he in luence o social ac o s and suppo sys ems
on EI (Philip e al., 2022), signalling he need o mo e comp ehensi e models ha include beha iou al ac o s like ime
managemen . The e o e, u he esea ch is necessa y o explo e he uni ied in luence o emo ional in elligence, sel -
es eem, and ime managemen on psychological ou comes among young adul s.
3. Me hod
This chap e ou lines he me hodology adop ed o he p esen s udy, which in es iga es he ela ionships be ween
emo ional in elligence, sel -es eem, and ime managemen among young adul s. I includes a de ailed desc ip ion o he
esea ch design, pa icipan s, sampling me hods, measu es used o assess he key a iables, da a collec ion p ocedu es,
and he s a is ical echniques employed o analysis. E hical conside a ions guiding he esea ch p ocess a e also
add essed, ensu ing c edibili y, anspa ency, and adhe ence o psychological esea ch s anda ds.
3.1. Need o he S udy
The indi idual oles o emo ional in elligence, sel -es eem, and ime managemen ha e all been esea ched p e iously,
bu no much wo k has been conduc ed on how hese exis in a ela ionship, especially when conside ing young adul s
in India and hei expe ience o he challenges ha ace highe educa ion o ha o hei beginning ca ee s. This esea ch
is ele an and up- o-da e in ligh o he sociocul u al backg ound o Indian eenage s, cha ac e ized by high le els o
academic p essu e, amily demands, and o ma ion o a ansi ional iden i y.
3.1.1. Objec i es o he S udy
• To examine he ela ionship be ween he emo ional in elligence and he sel -es eem among he young adul s.
• To explo e he in luence o ime managemen on sel -es eem and emo ional in elligence.
• To assess he combined e ec o emo ional in elligence, sel -es eem, and ime managemen on academic o
p o essional success among young adul s.
• To iden i y po en ial di e ences in hese a iables ac oss gende , age, and educa ional le els.
3.1.2. Resea ch Ques ion
• Wha is he ela ionship be ween he emo ional in elligence, sel -es eem, and ime managemen among
young adul s?
• How do hese ac o s in luence hei academic o p o essional pe o mance?
• A e he e any demog aphic di e ences (e.g., gende , age, educa ional le el) in he le els o emo ional
in elligence, sel -es eem, and ime managemen ?
3.1.3. Hypo heses
• Young indi iduals' sel -es eem and emo ional in elligence a e posi i ely co ela ed.
• E ec i e ime managemen is posi i ely associa ed wi h highe le els o sel -es eem and emo ional
in elligence.
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268
• Highe le els o emo ional in elligence, sel -es eem, and e ec i e ime managemen will signi ican ly
p edic be e o e all unc ioning and adjus men among young adul s.
• Gende , age, and educa ional le el will mode a e he ela ionships be ween emo ional in elligence, sel -
es eem, and ime managemen .
3.1.4. Signi icance o he S udy
This esea ch will con ibu e o he ield o counselling psychology, educa ional psychology, and de elopmen al
psychology by:
• Enhancing unde s anding o he psychological esou ces ha con ibu e o young adul s’ success and well-
being.
• Helping ins i u ions design skill-building p og ams ocused on emo ional egula ion, sel - concep , and ime
managemen .
• P o iding insigh s o men al heal h p o essionals in os e ing esilience and p oduc i i y among you h.
3.1.5. Resea ch Objec i es
• To examine he ela ionship be ween emo ional in elligence and sel -es eem among young adul s.
• To explo e he in luence o ime managemen on sel -es eem and emo ional in elligence.
• To assess he combined e ec o emo ional in elligence, sel -es eem, and ime managemen on academic o
p o essional success among young adul s.
• To iden i y po en ial di e ences in hese a iables ac oss gende , age, and educa ional le els.
3.2. Ope a ional De ini ions
The abili y o co ec ly iden i y, comp ehend, he abili y o manage bo h pe sonal and o hose o o he s is e e ed o
in his s udy as emo ional in elligence. Maye and Salo ey's (1997) abili y model, which sees emo ional in elligence is
de ined o he combina ion o cogni i e-emo ional abili ies which a e i al o adap i e unc ioning, se es as he
ounda ion o his idea.
A pe son's o e all subjec i e assessmen o hei own alue, wo h, and sel - espec is known as hei sel -es eem. I
shows how much people belie e hey a e capable, sel -assu ed, and wo hy o accomplishmen (Rosenbe g, 1965).
The abili y o use ime e ec i ely and e icien ly o achie e pe sonal, p o essional, o academic goals is e e ed o by
his ph ase. I encompasses planning, p io i iza ion, ask managemen , and goal-se ing, acco ding o Claessens e al.
(2007).
Young Adul s: 18 o 25-yea -olds a e e e ed o as young adul s o he pu poses o his s udy. Enhanced independence,
iden i y explo a ion, and eadiness o adul du ies a e he hallma ks o his de elopmen al pe iod (A ne , 2000).
3.3. Resea ch Design
This s udy employed a quan i a i e, co ela ional, c oss-sec ional design. A quan i a i e app oach was chosen o enable
sys ema ic and objec i e assessmen o he ela ionships among he a iables. The co ela ional amewo k allowed he
esea che o explo e he di ec ion and s eng h o associa ions be ween emo ional in elligence, sel -es eem, and ime
managemen .
Addi ionally, he s udy aimed o assess how hese cons uc s collec i ely in luence academic o p o essional
pe o mance and whe he demog aphic a iables such as age, gende , o educa ion le el mode a e hese ela ionships.
This design enabled analysis wi hou manipula ing he a iables, ensu ing a na u alis ic in es iga ion sui able o he
a ge ed young adul popula ion.
3.4. Pa icipan s
The s udy included 202 young adul s in he sample, anging in age om 18 o 26. The pu pose o choosing his age ange
was o concen a e on people who a e gene ally na iga ing academic ansi ions, ea ly ca ee expe iences, and pe sonal
de elopmen —si ua ions whe e ime managemen , emo ional con ol, and sel -wo h a e especially impo an .
People who we e eadily a ailable and eage o pa icipa e we e asked o ill ou an online su ey as pa o he
con enience sampling echnique used o ind pa icipan s. Pa icipan s anged in academic and p o essional
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 263-279
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backg ounds and included bo h men and women. Fluency in English, which is he language o he ques ionnai e, in e ne
access, ecen o ongoing pa icipa ion in p o essional o academic posi ions, and he lack o any con i med
psychological o cogni i e impai men s we e all p e equisi es o inclusion.
3.5. Sample
Con enience sampling was employed o ob ain 202 sample size. Due o i s success and easibili y in accessing he a ge
popula ion unde ime and budge limi a ions, his non- p obabili y me hod was employed.
Pa icipan s we e in i ed o pa icipa e eely in he s udy by esponding o a Google Fo m ollowing exposu e by
in e ne channels and social media pla o ms ( o example, email, Ins ag am, and Wha sApp). All esponden s had o
sa is y he ollowing inclusion c i e ia: hey had o be be ween 18 and 26 yea s old, be cu en ly s udying o ha ing
g adua ed wi hin he pas yea om an educa ional ins i u ion, ha e p e ious expe ience in ime-managed ac i i ies
(e.g., in e nships o pa - ime wo k), and ha e In e ne access so hey could access and ill ou he su ey. Responses
om indi iduals who did no sa is y hese c i e ia we e no pa o he inal da ase .
3.6. Measu es
S anda dized sel - epo scale we e u ilized o ensu ing co ec and consis en e alua ion o he main psychological
cons uc s o he s udy. These measu es we e all chosen based on hei solid psychome ic a ibu es as well as a ge ing
he young adul popula ion.
3.6.1. Emo ional In elligence
The Emo ional Quo ien In en o y (EQ-i 2.0) o an equi alen p o en scale was u ilized o assess emo ional in elligence.
This measu e examines one's abili y o acknowledge, comp ehend, con ol, and apply emo ions p oduc i ely in
indi idual and social en i onmen s. I e alua es di e en aspec s, such as awa eness o emo ions, exp essing onesel ,
in e pe sonal unc ioning, making decisions, and handling s ess. The EQ-i 2.0 has epo ed high in e nal consis ency
(C onbach's alpha >.90) and high cons uc alidi y among di e en cul u al and demog aphic samples and is an
app op ia e ins umen o use wi h young adul popula ions.
3.6.2. Sel -Es eem
Sel -es eem was e alua ed wi h he Rosenbe g Sel -Es eem Scale (RSES), a gene al, 10-i em measu e o sel -wo h ha
is ex ensi ely employed. On he RSES, esponden s e alua e e e y i em along a 4-poin Like scale om "s ongly
ag ee" o "s ongly disag ee." Highe a ings co espond o inc eased sel -es eem le els. The RSES has egula ly
es ablished high eliabili y wi h C onbach's alpha equen ly equaling be ween.85 and.90, and has been demons a ed
o be eliable in sco es o s udies in young adul s and adolescen s.
3.6.3. Time Managemen
Time managemen was assessed h ough he Time Managemen Beha io Scale (TMBS) c ea ed by B i on and Tesse
(1991). I is a 35-i em sel - epo measu e assessing indi idual di e ences in ime- ela ed beha io s and a i udes. The
TMBS consis s o h ee main subscales:
Sho -Range Planning (e.g., daily goal se ing), Time A i udes (e.g., ime con ol pe cep ions), and Long-Range Planning
(e.g., goal se ing o he u u e).
Each i em is sco ed on a 5-poin Like scale, wi h g ea e sco es e lec ing be e ime managemen beha io . The TMBS
has been ound o ha e good in e nal consis ency (C onbach's alpha =.83) and has been ex ensi ely u ilized in s uden
and young p o essional esea ch.
Each o he h ee measu es used in his s udy is a s anda d ins umen and sui able o measu ing psychological
unc ioning among young adul s, especially in academic and ea ly ca ee se ings. Thei excellen psychome ic
cha ac e is ics gua an ee da a eliabili y as well as alidi y.
3.7. P ocedu e
The da a collec ion p ocess ollowed a s uc u ed and e hically guided app oach. Pa icipan s we e ec ui ed online
h ough di ec messages, email in i a ions, and social media pos s con aining a b ie desc ip ion o he s udy, eligibili y
c i e ia, and a link o he Google Fo m ques ionnai e.
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270
P io o accessing he su ey, pa icipan s we e equi ed o e iew an in o med consen o m, which ou lined he
pu pose o he esea ch, he olun a y na u e o pa icipa ion, and hei igh o wi hd aw a any poin . Only pa icipan s
who ac i ely ag eed o he consen we e pe mi ed o p oceed.
The su ey included clea ins uc ions o each sec ion and equi ed app oxima ely 15–20 minu es o comple e. All
esponses we e au oma ically eco ded and s o ed in a secu e Google accoun . Da a we e moni o ed o comple eness,
and submissions wi h missing o inconsis en esponses we e excluded om he analysis.
3.8. Da a Analysis
The da a collec ed in his s udy we e analyzed using Jamo i s a is ical so wa e. Desc ip i e s a is ics we e compu ed
o summa ize he key a iables, including emo ional in elligence, sel - es eem, and ime managemen . To examine he
ela ionships among hese a iables, co ela ional analyses we e conduc ed using Pea son’s o Spea man’s co ela ion
coe icien s based on he dis ibu ion o he da a.
Mul iple linea eg ession was used o assess he p edic i e in luence o emo ional in elligence and sel -es eem on ime
managemen . Independen samples - es s and one-way ANOVA we e employed o explo e po en ial g oup di e ences
based on demog aphic a iables such as gende , age, and educa ional quali ica ion. A media ion analysis was also
pe o med o e alua e whe he emo ional in elligence media ed he ela ionship be ween sel -es eem and ime
managemen . All s a is ical es s we e conduc ed using a signi icance le el o p < .05.
3.9. Resea ch E hics
This s udy adhe ed s ic ly o he e hical guidelines se by he Ame ican Psychological Associa ion (APA, 2017). E hical
conside a ions we e add essed a e e y s age o he esea ch:
• In o med Consen : The goal o he s udy, con iden iali y gua an ees, and he pa icipan s' eedom o e use
o wi hd aw a any momen we e all explained o hem in de ail. Pa icipa ion was es ic ed o indi iduals
who ga e hei app o al
• Con iden iali y: To p ese e pa icipan p i acy, all da a we e anonymized and sa ely kep . No in o ma ion
ha could be used o iden i y he indi idual was ga he ed.
• Righ o Wi hd aw: Pa icipa ion was en i ely olun a y. Responden s could exi he su ey a any s age,
and incomple e su eys we e excluded wi hou penal y.
• Deb ie ing Following comple ion o he su ey, esponden s we e sen a deb ie ing message ha ei e a ed
he s udy's con iden iali y and anonymi y while hanking hem o hei pa icipa ion.
• E hical Re iew: Be o e any da a was collec ed, he esea ch me hodology was examined and app o ed by
he app op ia e ins i u ional e hics commi ee.
By upholding hese p inciples, he s udy ensu ed pa icipan wel a e, anspa ency, and he e hical in eg i y o i s
indings.
4. Resul s
As pe Table 9, he mean Time Managemen sco es a ied sligh ly ac oss he ou g oups: G oup 1 (n = 118, M = 54.6),
G oup 2 (n = 15, M = 58.6), G oup 3 (n = 47, M = 53.2), and G oup 4 (n = 22, M = 53.0). A one-way ANOVA was conduc ed
(Table 10) o s a is ically compa e hese means. The analysis yielded a ma ginally non-signi ican esul , F(3,47)=2.73,
p=0.055, indica ing ha he e was a end owa d Educa ional quali ica ion based di e ences in Time Managemen ,
hough i did no mee he con en ional h eshold o s a is ical signi icance. This sugges s ha wi h a la ge sample,
pa icula ly in he smalle g oups, hese di e ences migh each signi icance and equi e u he explo a ion.
4.1. O e iew
The s udy's esul s and discussion sec ion p o ides a ho ough examina ion o he connec ions be ween young adul s'
ime managemen , sel -es eem, and emo ional in elligence. The pa icipan s ange in age om 18 o 26. Pa icipan s
demons a ed mode a e le els o ime managemen , emo ional in elligence, and sel -es eem, acco ding o desc ip i e
s a is ics; sel - es eem and emo ional in elligence also e ealed non-no mal dis ibu ions. Sel -es eem and ime
managemen we e ound o be signi ican ly co ela ed nega i ely, meaning ha people who had highe sel -es eem also
epo ed ha ing wo se ime managemen habi s. Con a y o ea lie s udies, emo ional in elligence was ad e sely
co ela ed wi h sel -es eem and did no signi ican ly connec wi h ime managemen . This conclusion could be he esul
o con ex ual o cul u al ac o s.
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271
Reg ession analysis con i med ha sel -es eem was a signi ican nega i e p edic o o ime managemen , whe eas
emo ional in elligence was no . The associa ion be ween sel -es eem and ime managemen was no media ed by
emo ional in elligence, acco ding o media ion analysis, unde sco ing he possibili y ha emo ional in elligence by i sel
may no ha e a di ec impac on ime- ela ed beha io s. Al hough a li le end sugges ed ha g ea e educa ional
a ainmen migh be linked o be e ime managemen abili ies, demog aphic analysis did no ind any disce nible
gende di e ences in ime managemen .
These esul s a e in e p e ed in he discussion in he con ex o psychological heo y and he body o exis ing li e a u e.
I ques ions he con en ional wisdom ha sugges s imp o ed sel - egula ion and planning a e a di ec esul o
inc eased emo ional in elligence and sel -es eem. The s udy con ends ha while emo ional in elligence is use ul in o he
con ex s, i may need supplemen a y cogni i e-beha io al abili ies o in luence p agma ic beha io s like goal-se ing
and scheduling, and ha o e es ima ed o imbalanced sel -es eem may impede ime managemen . The esul s highligh
he alue o in eg a i e s a egies ha combine beha iou al aining and emo ional de elopmen o p omo e young
adul s' success in school and he wo kplace.
4.2. P esen a ion o he Resul s:
Table 1 Desc ip i e S a is ics
n
Mean
SD
Median
Min
Max
Shapi o- Wilk
Emo ional
202
113.1
16.52
116.0
60
149
< 0.001
In elligence
Sel Es eem
202
23.6
4.10
24.0
10
34
< .001
Time
202
54.4
7.67
54.0
32
74
0.126
Managemen
Desc ip i e s a is ics we e compu ed o Emo ional In elligence, Sel -Es eem, and Time Managemen o unde s and he
cen al endency, dispe sion, and dis ibu ion cha ac e is ics o he a iables. Emo ional In elligence (EI) had a sample
size o n=202, wi h a mean sco e o 113.10 (SD = 16.52), a median o 116.0, and alues anging om 60 o 149. The
Shapi o–Wilk es indica ed a signi ican de ia ion om no mali y o EI (p<.001) sugges ing ha he dis ibu ion o
sco es was non-no mal. Sel -Es eem also showed a non-no mal dis ibu ion (p<.001) and exhibi ed a mean sco e o
23.60 (SD = 4.10), a median o 24.0, and a sco e ange be ween 10 and 34. In con as , Time Managemen sco es
app oxima ed a no mal dis ibu ion, as he Shapi o–Wilk es yielded a non-signi ican esul , (p=0.126). The Time
Managemen a iable had a mean o 54.40 (SD = 7.67), a median o 54.0, and alues anging om 32 o 74.
Table 2 Co ela ion Ma ix
Va iables
1
2
3
1.
Emo ional In elligence
-
2.
Sel Es eem
-0.245***
-
3.
Time Managemen
-0.006
-0.226**
-
No e **p<0.01, ***p<0.001
Pea son’s bi a ia e co ela ions we e conduc ed o explo e he linea associa ions among Emo ional In elligence, Sel -
Es eem, and Time Managemen . A signi ican nega i e co ela ion was ound be ween Emo ional In elligence and Sel -
Es eem ( =−0.245,p<.001), sugges ing ha highe le els o emo ional in elligence was ha ing a weak associa ion wi h
lowe sel -es eem sco es wi hin his sample. Fu he mo e, Sel -Es eem was also signi ican ly and nega i ely co ela ed
wi h Time Managemen ( =−0.226, p<.01), indica ing ha indi iduals wi h highe sel -es eem epo ed sligh ly poo e
ime managemen capabili ies. The e was no signi ican co ela ion be ween Emo ional In elligence and Time
Managemen ( =−0.006, p=NS) implying no disce nible linea ela ionship be ween hese wo cons uc s.
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