Influences of Self-Regulated Learning, EmotionalIntelligence, and Stress Coping Mechanism onthe Wellbeing of Postgraduate Students

Abstract

A key stimulus for students to manage their well-being is the practical and sagacious use of their
emotions, time, and resources while researching (Dilawar et al., 2021). Further, developing the
skills of self-regulation and managing emotions while exploiting various coping strategies may
lead to improved wellbeing. The drive of the study was to explore the existing status of selfregulated learning and emotional intelligence and its influence on the wellbeing of postgraduate
students. The study also explored the mediating role of stress-coping strategies to account for the
relationship between self-regulation learning and emotional intelligence and wellbeing. The study
participants were postgraduate students of general public universities in Punjab, Pakistan. The
selection of the students was based on stratified random sampling. The study used a quantitative
method and employed a cross-sectional survey design. Quantitative data were collected from
(n=410) M.Phil. and PhD students using standardized measures. The quantitative data analyzed
included percentage, mean, standard deviation, independent sample t-test, ANOVA, correlation,
regression, and Structural Equation Modelling (SEM. The results revealed that the students
possessed self-regulated learning and emotional intelligence skills with better levels, which
positively influenced their wellbeing. On the other hand, students' stress coping strategies do not
mediate to improve their wellbeing significantly. Future studies should be conducted regularly to
align academic research activities to excel and protect the wellbeing of researchers.