The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study

Abstract

The study noted significant connections between study attributes, mainly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may influence their stress levels. Furthermore, digital literacy mediated between emotional intelligence and academic stress, implying that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.