Introduction

Background of the Study

In the current dynamic and competitive academic environment, students often encounter a

variety of challenges that go beyond standard assignments and tests. Along with these difficulties,

academic stress, emotional intelligence, and social interaction anxiety emerge as important variables in

determining the experiences of students and their overall performance in a learning environment. The

correlation between academic stress, emotional intelligence, and social interaction anxiety is intricate

and multifaceted. Understanding how these variables associate with one another is important for

assessing the impact they have on students.

According to Fayda-Kinik (2023), academic stress arises when a student's capabilities fail to

align with the demands of their academic setting, leading to heightened pressure and burden. The

expectation to succeed academically, combined with the requirements in classes, tests, and

extracurricular activities, frequently results in higher levels of stress among students. It can leave

extensive effects on students in different aspects of their lives. Elevated levels of anxiety, despair, and

burnout are common manifestations, which can make it difficult to stay focused, thrive academically,

and maintain a positive self-image (Barbayannis et al., 2022). Furthermore, health issues such as

exhaustion, headaches, and decreased immunity can also be indications of academic stress. Having

trouble sleeping is prevalent, which increases stress levels and contributes to existing health conditions.

It might also have an impact on a student's social life by putting strain on their connections with family,

friends, and peers. Students who are stressed out might grow distant from society or irritable. Academic

stress has lasting implications that go beyond the learning environment and affect students' aims for

their careers, dreams, and overall perspective on life.

 Emotional intelligence is the capacity to perceive, comprehend, exhibit, regulate, assess, and

leverage emotions for effective and positive interpersonal communication and connection (Cherry,

2024). It is not only about the skill to express and manage one's own emotions but also the capability to

comprehend, interpret, and respond to the emotions of others. Over the years, the importance of

emotional intelligence has been recognized by various fields. It facilitates effective communication,

enabling individuals to express themselves empathetically and build stronger relationships. It also

enhances self-awareness, enabling individuals to recognize and understand their own emotions,

strengths, and weaknesses. This self-awareness forms the foundation for effective self-regulation,

empowering individuals to manage their emotions, impulses, and behaviors in constructive ways. As a

result, those with high emotional intelligence are better equipped to navigate stress, setbacks, and

interpersonal challenges, promoting greater resilience and well-being.

Social Interaction Anxiety is a common mental health issue faced by students. It is defined as

the distress faced by individuals while interacting with people, whether they be friends, members of the

opposite sex, or strangers (Nair 2021). People grappling with social interaction anxiety frequently

experience heightened self-consciousness, feeling as though they are under constant scrutiny and

judgment from others. This often results in a tendency to avoid social situations and activities. These

individuals may harbor deep-seated fears of humiliation, rejection, or being unfavorably assessed,

hindering their capacity to engage comfortably in everyday social interactions and establish meaningful

relationships. The effects of social interaction anxiety is observed across various scenarios, including

public speaking engagements, meeting unfamiliar individuals, or participating in group settings.

 Academic stress, emotional intelligence, and social interaction anxiety highlights the interplay

among psychological, cognitive, and social elements that impact students' academics and overall

well-being. This paper aims to discern how these variables relate to one another and its effects on

students’ well-being and academic performance.

Related Research & Literature

Academic Stress

According to Moeller, et al., (2020), Mental health problems are prevalent amongst today’s

college students and psychosocial stress has been identified as a strong contributing factor. Conversely,

research has documented that emotional intelligence (EQ) is a protective factor for depression, anxiety

and stress (mental health problems). However, the underlying mechanism whereby EQ may support

stronger mental health is currently not well understood. This study used regression analyses to examine

the hypothesis that belongingness (inclusion, rejection) partially mediates the effects of EQ (attention,

clarity, repair) on psychological well-being in a large sample (N = 2,094) of undergraduate students.

Results supported the mediation hypotheses for all three EQ components and highlighted that the

effects of rejection on psychological well-being were particularly strong. In line with prior research,

our results indicate that prevention and intervention efforts with college students could explicitly target

EQ skills in an effort to reduce perceived rejection and promote student well-being.

According to Daniela Caso, Capasso Miriam, Conner Mark, et al., (2020) that this particular

investigation aimed to evaluate the relationship between stress and unhealthy eating among

undergraduate students, considering the moderation effects of BMI, eating style, and nationality. A total

of 748 Italian and French students completed self-report measures of academic stress, emotional eating,

restrained eating, BMI, and unhealthy eating intake. This research provides valuable information to

parents, educators, and other stakeholders concerned about their childrens' education and performance.
 Based upon Khorasani, E.C., Ardameh, M., Sany, S.B.T. et al. (2023) Although several novel

strategies related to coping with stress dominate the possible vicissitudes that may occur, academic

stress and its mental and physical outcomes remain a serious public concern among college students.

This study aims to investigate the effectiveness of an educational intervention based on emotional

intelligence on the level of academic stress components among Iranian medical students.

Emotional Intelligence

In accordance with Cabanilla, et al., (2023) that this meta-synthesis attempts to identify the

stresses concerning college students' blended-learning environments and to synthesize the coping

strategies they use to deal with stress in various cultural contexts. Out of 200 initial studies gathered

using the Publish or Perish software, 50 articles were included. The selected studies were organized

using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow

diagram. Using Braun and Clarke’s six-step thematic analysis, the synthesized data were analyzed

which have emerged three themes, namely: concerns, challenges, and coping mechanisms. Results

indicated that students' stress levels, whether in a face-to-face or hybrid setting, negatively impacted

their academic performance. The lack of Information and Communication Technology (ICT) skills,

restricted computer access, and spending a lot of time on screen make students more anxious. The rapid

transition from face-to-face involvement to a blended learning environment negatively influences their

perception of their academic efforts. It is recommended that various actions should be considered to

lessen students’ stress and enhance the online learning process.

As stated by Mohamed Fteiha, Narmeen Awwad, et al., (2022) that this study investigated the

relationship between emotional intelligence and stress coping style in a group of 265 students, using

Goleman’s Theory of Emotional Intelligence. Findings indicated the highest mean value of emotional

intelligence for motivation and empathy. Majority students showed active problem and emotional

coping behavior; however, a strong, positive correlation between emotional intelligence and stress

coping style was found for the domains associated with Active Emotional and Problem Coping (α ⩽
0.05). It revealed that students are efficient in utilizing stress coping strategies and recommended that

professors should provide guidance to students regarding emotional intelligence and stress coping

styles.

In addition, according to FernandezBerrocal & Extremera, 2006; Schutte, Malouff,

Thorsteinsson, Bhullar, & Rooke, 2007. In addition, emotional intelligence has been found to be

associated with improved outcomes in the areas of employment and academic performance, among

others (Boyatzis, 2006). While the existing EI literature has concentrated on demonstrating the effects

of EI on either mental health or job attitudes and performance, there has been relatively little discussion

concerning how EI, as a set of interrelated abilities for handling emotions, is developed. Adopting the

four-branch model of emotional intelligence developed by Mayer, Salovey, & Caruso (2000), several

researchers have argued that emotional intelligence skills can be taught and that individuals can learn

and improve their competence in each of the four branches of emotional intelligence (Penrose, Perry, &

Ball, 2007). Recently a growing number of scholars have engaged in research designed to examine and

apply emotional intelligence constructs to academic and professional-education programs (Abraham,

2006; Hen & Goroshit, 2010; Jaeger, 2003; Low & Nelson, 2005; Walter & Hen, 2009).

Social Interaction Anxiety

Based on Kaur, et al., (2021) that today, smart phones have acquired an irreplaceable

importance in human lives, connecting with the different corners of the world, storing large amounts of

data, obtaining any desirable information, possible with a single touch. Being out of contact with

mobile phones leading to anxiousness, nervousness and discomfort is called Nomophobia. The

prevalence of Nomophobia has been escalating at an alarming rate among the younger generation

According to Kiffer G. Card, Shayna Shakoon-Sparling, et al., (2023) that this This study

examines whether extraversion moderates the association between subjective happiness and measures

of social connectedness using data from Canadian residents, aged 16+, recruited online during the third
wave of the COVID-19 pandemic (21 April 2021–1 June 2021). To accomplish this aim we tested the

moderating effect of extraversion scores on the association between Subjective Happiness scores and

several social health measures: Perceived Social Support, Loneliness, social network size, and time

with friends.

Based on Deddy Barnabas Lasfeto, et al., (2020) In the online learning environment, learners

play an important role in attaining successful learning. Considering The students’ Self directed learning

is important to universities because online learning is done in unlimited space and time. Through online

mode, the learners do the social interaction. The interaction in online learning is categorized into four

dimensions namely the interaction between the teachers and Students, students and students, teachers

and topic, and students and topic. This study emphasized the relationship between self directed learning

and students social interaction In the online learning environment.

Theories

Academic Stress

According to the Transactional Model of Stress and Coping proposed by Lazarus and Folkman

in 1984, stress arises from the dynamic interaction between individuals and their environment, where

perceived stressors exceed perceived resources to cope with them. Overall, the academic stress that

students encounter, such as exams, deadlines, academic workload, and social pressures, are the ones

that lead them to stressful situations.

Emotional Intelligence

Daniel Goleman defines emotional intelligence (EI) as a cluster of abilities and competencies

centered on four capacities: self-awareness, self-management, social awareness, and relationship

management. Twelve subscales of emotional intelligence are derived from these four capabilities.
Goleman suggests that these subscales include emotional self-awareness, accurate self-assessment,

self-confidence, emotional self-control, transparency, adaptability, achievement orientation, initiative,

empathy, organizational awareness, service orientation, developing others, inspirational leadership,

influence, change catalyst, conflict management, building bonds, teamwork, and collaboration.

Social Interaction Anxiety

The Cognitive Model of Social Anxiety proposed by Clark and Wells (1995) defines that people

who suffer from social anxiety tend to hold negative core beliefs about themselves. Their negative

thought habits cause them to misread social circumstances, exacerbating their negative views by

causing anxiety and avoidance of social contact.

Research Problem

This study investigated the differences in academic performance and overall well-being among

university students based on age and gender, while also examining the relationships between academic

stress, emotional intelligence, and social interaction anxiety. The primary goal was to understand how

these factors interacted and impacted students' academic success and mental health. By analyzing these

relationships, the research aimed to uncover whether demographic variables such as age and gender

influenced the levels of academic stress experienced by students, their emotional intelligence, and their

social interaction anxiety.

Through this investigation, the study aimed to provide a detailed understanding of the intricate

dynamics between these variables, offering insights into how different demographic groups within the

student population might have been uniquely affected. This understanding could help in developing

targeted interventions and support systems to enhance academic performance and well-being across
diverse student groups, ultimately contributing to improved educational strategies and mental health

resources in university settings.

Hypothesis

The following hypotheses were formulated:

Null Hypotheses (H0):

There are no significant differences in levels of academic stress, emotional intelligence, and social
interaction anxiety between students in different age groups and genders.

There is no significant relationship between academic stress, emotional intelligence, and social
interaction anxiety.

Alternative Hypotheses (H1):

There are significant differences in levels of academic stress, emotional intelligence, and social
interaction anxiety between students in different age groups and genders.

There is a significant relationship between academic stress, emotional intelligence, and social
interaction anxiety.

Methodology

In research, methodology is described as the systematic way of resolving a research topic by

acquiring data using various methodologies, offering an interpretation of the data acquired, and

drawing conclusions about the study data (Bouchrika, 2023). This chapter explains various

methodologies that were used in gathering data and conducting analysis that are relevant to the

research. The methods include areas such as research design, respondents and research sampling, data

gathering procedure, research instruments, and data analysis.

Research Design
 This study used a quantitative type of research. This assessed the data and looked for possible

connections between the three variables: academic stress, emotional intelligence, and social interaction

anxiety. The researchers undertook correlational research and identified if there was a relationship

between academic stress, emotional intelligence, and social interaction anxiety. This type of research

was utilized to predict future behavior or to learn whether there is a significant or non-existent

connection among the three.

Respondents and Research Sampling

The snowball sampling procedure is used in the size of the students who answered the

survey-questionnaire. The researchers selected freshmen students from Engineering for the data

gathering in determining the links of the three variables. In this research, the researchers focused on

how each of the three variables; academic stress, emotional intelligence, and social interaction anxiety

affect each other. The respondents are freshmen Engineering students from University of Perpetual

Help System Dalta - Las Piñas Campus.

Instruments

The Academic Stress variable was assessed using the Academic Stress Scale developed by Kim

(1970) and adapted by Rajendran and Kaliappan (1990) were used in this research. In accordance with

Kim (1970), Reliability relates to how consistent the ASS scores are over time. Thus, if a student takes

the ASS twice, the results should be consistent. The ASS has demonstrated strong test-retest reliability,

with a correlation value of 0.82. Validity pertains to the extent to which the ASS measures what it is

designed to measure. Essentially, the ASS should be able to differentiate between students who are

under a lot of academic pressure and those who are not. The ASS has been demonstrated to have good

validity, with a correlation value of 0.73 with other indicators of academic stress. This implies that the

ASS results are associated with other measures of academic stress, indicating that the ASS is assessing
what it is designed to measure. The ASS has been used in other studies (e.g., Kim, 1970; Frazer &

Kohn, 1986; Kaliappan & Rajendran, 1990; Day et al., 1995; Gupta & Sharma, 2018).

The Emotional Intelligence variable was assessed using the Wong and Law Emotional

Intelligence Scale formulated by Peter Wong and Kenneth Law (2002) were utilized in this research.

The WLEIS has also demonstrated good discriminant validity, meaning that it is able to distinguish

between individuals with high and low levels of EI. The WLEIS has demonstrated good internal

consistency, which means that the items within each domain and the overall scale are highly correlated

with each other. WLEIS is a highly reliable self-reported scale that may assess four categories of

emotional intelligence (EQ). The construct validity and reliability of WLEIS have been examined in

many cultures and nations between 2002 and 2022, such as Chile, China, Spain, Korea, Morocco,

Europe, Hungary, Pakistan, USA, Nepal, Canada, Italy, and Pakistan.

The Social Interaction Anxiety variable was assessed using the Social Interaction Anxiety Scale

constructed in 1998 by psychologists Richard P. Mattick and Janeen C. Clarke was implemented in this

research. This questionnaire is useful for documenting social anxiety symptoms over time and might be

used as part of an assessment for social phobia or other anxiety-related illnesses. The SIAS has

undergone significant study and has shown high reliability and validity, making it a frequently used

measure for measuring social anxiety. The SIAS has been utilized in other research (e.g., Clarke &

Mattick, 1998; Chiros et al., 1998; Peters, 2000; Fergus et al., 2012; Blanc et al., 2014; Diebels et al.,

2015).

The research instrument has four parts; the first part includes the demographic profile of the

respondents in terms of (e.g., email address, sex, and age) which provided accurate and valid data by

the researchers; the second part is the Academic Stress Scale which comprises a 5-point likert scale that

has 40 items to measure the academic stress the students experience; the third part is the Wong and

Law Emotional Intelligence Scale which comprises a 5-point likert scale that has 16 items to determine

the respondent’s emotional intelligence; the fourth part is the Social Interaction Anxiety Scale which
comprises a 5-point likert scale that consists of 20 items which focus on the assessment of the anxiety

or difficulty that people experience in social settings. The researchers examine and correlate the

provided data whether the three variables correlate with one another, implementing quantitative

research as an assessment approach.

Data Gathering Procedure

A survey questionnaire was employed to gather quantitative data, incorporating three

established scales: the Academic Stress Scale, the Wong and Law Emotional Intelligence Scale, and the

Social Interaction Anxiety Scale. The Academic Stress Scale measures the levels of stress experienced

by students in relation to their academic responsibilities, such as exams, deadlines, and workload. The

Wong and Law Emotional Intelligence Scale assesses the emotional intelligence of respondents,

focusing on their ability to understand and manage their own emotions as well as those of others. The

Social Interaction Anxiety Scale evaluates the extent of anxiety individuals experience during social

interactions and their tendency to avoid such situations.

To ensure broad participation and convenience for respondents, the survey was administered

online using Google Forms, a widely accessible survey administration software. This approach allowed

for easy distribution and collection of responses. The link to the survey was disseminated through class

group chats on a messaging platform, Messenger, where students frequently communicate.

Respondents were informed about the purpose of the study and assured of the confidentiality of their

responses before proceeding to the questionnaire.

Data Analysis

The researchers made use of the t-test, ANOVA, and correlation to best interpret the data. These

were used in determining the factors or stressors of academic stress and it helps identify how it affects
the respondent’s emotional intelligence and social interaction anxiety. The t-test is useful since it

acquires a full understanding of the results of the data. The t-test and ANOVA are a statistical tool that

is usually used to test the differences between the responses of the respondents. With that, the mean is

then used to interpret the data by the use of the statistical tools mentioned and will then give answers to

the statement of the problem of the research study.

Results and Discussions

This is to present the data and information obtained from the respondents. The presentation of

results includes the summary of the collected data, the tabular compilation of the questionnaire; its

results, and its corresponding interpretation. The researchers were expected to gather 180 respondents

for the study. Through the snowball sampling method, the researchers gathered 46 respondents in total.
Respondent Gender Age

1 Female 19 157

2 Female 19 131

3 Male 21 103

4 Male 20 147

5 Male 19 111

6 Female 19 142

7 Female 19 130

8 Male 19 129

9 Female 18 151

10 Male 19 121

11 Male 19 81

12 Female 19 156

13 Male 19 134

14 Male 18 150

15 Female 19 155

16 Male 19 106

17 Male 19 153

18 Male 20 106

19 Male 19 137

20 Male 23 116

21 Female 19 115

22 Male 20 63

23 Male 19 113

24 Male 19 98

25 Male 19 142

26 Female 18 131
27 Female 19 123

28 Female 19 132

29 Female 18 133

30 Male 19 111

31 Male 19 151

32 Female 19 146

33 Female 20 137

34 Female 22 134

35 Female 20 107

36 Female 19 127

37 Male 20 121

38 Female 20 119

39 Female 18 152

40 Female 21 98

41 Female 20 131

42 Female 25 99

43 Male 19 154

44 Female 21 122

45 Female 21 74

46 Female 19 111

T-TEST
ANOVA
 CORRELATION

Conclusions

In conclusion, this study explores the intricate relationship between academic stress, emotional

intelligence, and social interaction anxiety in first-year engineering students. The research

acknowledges the numerous difficulties that students encounter in the fierce academic environment of

today and illustrates the significance of comprehending the ways in which these elements interact to

affect students' experiences and performance. According to Fayda-Kinik (2023), academic stress occurs

when students' skills fall short of the standards of their academic environment. This could lead to

increased pressure as well as potential health problems. As stated by Cherry (2024), the study
additionally emphasizes the importance of emotional intelligence in improving students' capacity to

deal with stress and interpersonal difficulties. In addition, Nair (2021) argues that social interaction

anxiety poses further challenges for students, compromising their relationships with others through

interactions with others.

This research intends to determine the relationships between these variables and their impacts

on academic performance and well-being using a quantitative research design using standardized

measurements. By means of the utilization of statistical analytical instruments and a study of

demographic variables like age and gender, this research aims to offer significant insights into the

complicated relationships involved.

Conclusions of this study indicate the value of specific treatments to help students manage

academic stress, develop emotional intelligence, and overcome social interaction anxiety. The study's

conclusions have significance for educational institutions, counselors. University environments that

promote learning and provide tools for skill development and coping methods may allow students to

succeed both academically and psychologically.

To sum up what has been started so far, further study is advised to find novel factors influencing

students' experiences and to create comprehensive strategies for encouraging their general well-being.

In order to create inclusive and supportive academic environments which promote student

achievement, educators and stakeholders have the opportunity to study and resolve the various

problems encountered by first-year engineering students.

Recommendation

Based on the results and conclusions of the study, the following recommendations are developed:

For students that are from other courses:

 For the study to be used by students that are studying in other courses to have more information

about the academic stress, emotional intelligence, and social interaction anxiety that affects the

well-being of the students.

For the teachers at the Colleges:

Since there are results that all of the three variables affect the studies and well-being of

students, the study will be of use by the teachers to further focus more on engaging, teaching and

understanding the welfare of their students.

For students that are interested in academic stress, emotional intelligence, and social interaction

anxiety:

The results of the study can be of use by students who are interested in how the three variables

affect the overall state of a student.

For future researchers:

Future researchers could further look into other variables that could find more correlational

relationships with the three variables; academic stress, emotional intelligence, and social interaction

anxiety.

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