Description: This session is intended for health educators interested in college health, stress, and coping methods. The purpose of the study was to assess relationships between perceived emotional intelligence and coping among college students. Findings from the study present implications for health educators involved in planning and delivering programs related to physical activity, substance use, and other behavioral responses to stress. Since previous research has indicated that emotional intelligence can be learned, health educators have an opportunity to develop strategies for minimizing stress and adverse coping methods among college students.
Extended Description: Upon conclusion of this session, participants will be able to: (a) describe the concept of emotional intelligence, (b) explain the relationship between perceived emotional intelligence and coping, and (c) identify ways to incorporate emotional intelligence in health education and promotion programs. This study assessed relationships between perceived emotional intelligence and coping among male and female college students. Participants completed surveys consisting of items from the Trait Meta-Mood Scale (TMMS) and the Brief Stress and Coping Inventory (BSCI). Results from Pearson correlation coefficients indicated an inverse relationship between clarity (i.e., TMMS factor involving the capacity to comprehend one's mood) and substance use. Additionally, correlation analyses revealed positive relationships between: (a) clarity and healthy dietary habits, (b) clarity and pace of life, (c) attention (i.e., TMMS factor involving perceptions and thoughts about one's emotions/feelings) and healthy dietary habits, (d) attention and healthy exercise habits, (e) attention and pace of life, (f) repair (i.e., TMMS factor involving the capacity to fix unfavorable moods or sustain favorable ones) and healthy dietary habits, (g) repair and healthy exercise habits, and (h) repair and pace of life. Independent t-tests revealed statistically significant differences between males and females in relation to attention, substance use, and pace of life. Specifically, males reported greater use of alcohol, tobacco, and other drugs as well as greater perceived control over their sleep patterns, energy, and overall pace of life. Moreover, females reported greater attention toward their emotions. Results from this study were consistent with the investigators' hypotheses regarding gender differences and the notion that students with high levels of emotional intelligence are more likely to favor healthy coping methods. Essentially, this study lends support for acknowledging and addressing the role of emotional intelligence in facilitating healthy coping and behavior change. Further research is needed to examine barriers and facilitators of healthy coping among male and female college students.