Academic Resilience and its Relationship With Emotional Intelligence and Stress Among University Students: A Three-Country Survey

Background

In Mediterranean countries, resilience among university students remains underexplored, despite its critical role in managing academic and personal stressors. Emotional intelligence (EI) and perceived stress are known to influence resilience but require further investigation in culturally diverse settings.

Aim

To explore the relationships between academic resilience, EI, and perceived stress among university students in three Mediterranean countries characterized by diverse academic and cultural systems.

Sample

1833 undergraduate students from 12 universities in Egypt, Jordan, and Oman.

Methods

A cross-sectional correlational design was employed. Participants completed the academic resilience scale (ARS-30), Schutte self-report emotional intelligence test (SSEIT), and perceived stress scale (PSS). Multiple linear regression was used to identify predictors of academic resilience.

Results

The mean resilience score was 67.4 (SD = 18.4). EI positively predicted resilience (B = 0.57, β = 0.66, p < 0.001), whereas perceived stress was negatively associated (B = -0.48, β = 0.15, p < 0.001). Other significant predictors included good health, advanced academic years, GPA, nationality, and participation in stress-management training. Variables, such as gender, age, and field of specialty, did not significantly influence resilience. The model explained 54% of the variance in resilience (R² = 0.54, p < 0.001).

Conclusions

This study provides novel insights into the predictors of resilience in culturally diverse Mediterranean contexts. Emotional intelligence and stress management are critical for enhancing academic resilience. Universities should integrate EI training, stress reduction programs, and resilience-building initiatives into their curricula. Future research should explore longitudinal trends and culturally tailored interventions to promote resilience.