Influences of Self-Regulated Learning, Emotional- Intelligence, and Stress Coping Mechanism on the 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 self-regulated learning and emotional intelligence and its influence on the well-being 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 well-being. 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.