Two pillars of strength: emotional intelligence and physical activity as predictors of university students’ resilience

This study explored the relationship and influence of emotional intelligence and physical activity engagement on the resilience of university students in a rural academic setting. Anchored on a descriptive-correlational research design, the investigation gathered data from a large sample of undergraduate students using simple random sampling. A total of 1,199 university students participated in the study, comprising both male and female respondents. The sample had an estimated mean age of 20.3 years with a standard deviation of approximately 1.8 years, reflecting a typical age range for undergraduate students. Standardized instruments, including scales measuring emotional intelligence, physical activity engagement, and resilience, were employed. The collected data were analyzed using Pearson product-moment correlation and multiple regression analysis to determine the relationships and predictive influence among the variables. Findings revealed significant relationships between emotional intelligence and resilience and physical activity engagement and resilience. Additionally, emotional intelligence and physical activity engagement significantly influence students’ overall resilience, indicating a dynamic interaction between psychological and behavioral factors. These results suggest that emotional competencies and health-related behaviors are crucial for students coping with stress, adapting to challenges, and maintaining mental well-being. The study's implication emphasizes the importance of integrating emotional and physical development in understanding students’ capacity for resilience, especially in contexts where environmental stressors and academic demands are prevalent. In conclusion, the study underscores the relevance of fostering emotional intelligence and physical engagement in shaping a resilient student population, offering meaningful insights for educators, counselors, and policymakers to enhance student well-being and performance in higher education environments.