THE ROLE OF EMOTIONAL INTELLIGENCE IN THE DEVELOPMENT OF SOCIAL SKILLS AMONG UNIVERSITY STUDENTS IN DELTA STATE

Abstract

 This study examined the role of emotional intelligence (EI) in developing social skills among University students in Delta State. It assessed students’ EI levels, analyzed their impact on various social skills, and explored gender differences in this relationship through two guiding research questions and hypotheses. Employing a descriptive survey design, the study targeted 1,709 final-year students (643 males and 1,066 females) during the 2024/2025 academic session. A multi-stage sampling technique produced a sample of 320 students (120 males and 200 females) across ten universities. Data was collected using standardized instruments adopted from Schutte et al. (1998) and Reggio (2006), with strong reliability indices for EI (α = .89) and social skills (α = .86). Pearson correlation and independent t-tests were used for analysis. Results indicated a significant positive correlation between EI and social skills (r = .52, p < .001) and a notable gender difference, with female students exhibiting higher emotional awareness. The study recommends incorporating EI training into university curricula and implementing gender-sensitive counseling programs to strengthen students’ interpersonal abilities. These findings offer practical implications for educators, counselors, and policymakers seeking to foster emotional and social development in tertiary institutions, concluding that structured EI interventions are vital for improving students’ academic performance, emotional well-being, and interpersonal relationships in Nigerian universities.