Arab Educational Information Network

This study investigated the role of emotional intelligence on students' mental distress and academic motivation following the challenging circumstances that impacted the country of Lebanon. As the country faced a socio-economic crisis and safety in the country had been increasing, the study intended to measure the role that emotional intelligence played in influencing psychological distress and promoting students’ academic motivation. To assess these variables, a quantitative design was used to answer the objectives of the study. A sample of 104 participants (n = 104) from a catholic university across its three campuses: Keserwan, Shouf, and North, enrolled in an English course, completed the survey submitted online. A demographical questionnaire and three assessments were administered to evaluate the variables: the depression, anxiety, and stress scale (DASS-21), the brief emotional intelligence scale (BEIS-10), and the academic motivation scale (AMS-28). The results were analyzed, indicating gender differences in the sub-dimension of emotional intelligence and a significant difference in the level of academic motivation in favor of a high level of emotional intelligence. However, insignificant results were shown for the groups of emotional intelligence and psychological distress, and an insignificant relationship between psychological distress and academic motivation was revealed. The results gathered imply the need to integrate emotional intelligence skills in schools and universities to enhance students’ engagement through developing strategies and techniques within the classrooms to influence academic content, so the students' level of motivation may increase. (Author's abstract)