Emotional Intelligence, Academic Stress, and Subjective Well-Being among University Students in North Macedonia

University life is often imagined as a time of intellectual discovery, but for many students, it is also a period of intense pressure. The weight of deadlines, the fear of failure, and the uncertainty of the future can create a heavy burden known as academic stress. This pressure does not exist in a vacuum; it interacts with how a person feels about their life and their ability to handle emotions. Psychologists have long studied a skill called emotional intelligence, which is simply the ability to recognize, understand, and manage one's own feelings and the feelings of others. It is not about being cheerful all the time, but rather about having the tools to navigate difficult moments without being overwhelmed. Researchers have wondered if this skill acts as a shield, helping students stay calm and satisfied with their lives even when the workload is heavy. While we know that stress can lower a person's happiness, the specific way emotional intelligence might protect against this in the Balkan region has remained largely unexplored.

A researcher at the University of Tetovo in North Macedonia set out to investigate this connection among 240 undergraduate students. They wanted to see if students who were better at managing their emotions experienced less stress and felt happier about their lives. The group included an equal number of men and women, ranging in age from 18 to 25 years. To understand the students' inner worlds, the researcher asked them to fill out three different questionnaires. One measured emotional intelligence by asking about self-awareness, motivation, and how they handle social situations. Another asked about the specific pressures of school, such as exam anxiety and the feeling of being overwhelmed by assignments. The third measured subjective well-being, which is a person's own judgment of how satisfied they are with their life, their physical health, and their relationships. The students completed these surveys in their classrooms, and the researcher analyzed the answers to find patterns.

The results revealed a clear and consistent story. Students who scored higher on emotional intelligence reported significantly lower levels of academic stress. In other words, those who could better understand and regulate their emotions felt less crushed by the demands of their studies. At the same time, these same students reported much higher levels of subjective well-being. They felt more satisfied with their lives, healthier, and more connected to others. The data showed that the relationship worked both ways: the more stress a student felt, the lower their sense of well-being tended to be. This suggests that emotional intelligence functions as a protective resource. It does not eliminate the stress of university life, but it appears to help students manage it so that it does not erode their happiness.

The study also uncovered interesting differences based on age and gender. Older students, those between 22 and 25 years old, generally reported higher emotional intelligence and greater life satisfaction than their younger peers aged 18 to 21. The older group also felt less academic stress. This pattern suggests that as students mature and gain more experience in higher education, they may develop better coping strategies and a clearer sense of direction. When looking at gender, female students scored higher on emotional intelligence and reported greater overall well-being than male students. Interestingly, women also reported slightly higher levels of academic stress. This combination suggests that while women may feel the pressure of school more acutely, their stronger emotional skills help them maintain a positive outlook and manage that pressure effectively.

When the researcher looked closer at the specific parts of emotional intelligence, they found that every aspect mattered. The ability to stay motivated, to understand one's own feelings, and to connect with others were all linked to lower stress and better well-being. One dimension, motivation, showed the strongest link to reduced stress, implying that having a clear drive and purpose helps students push through difficult times. Another dimension, empathy, was most strongly linked to better physical health and social relationships, highlighting how caring for others can also benefit one's own health. The researcher noted that because they asked questions at a single point in time, they cannot say for certain that emotional intelligence causes these positive outcomes, only that they are closely connected. However, the strength of the findings suggests that building these emotional skills could be a powerful way to support student health.

These findings offer a practical path forward for universities. If emotional intelligence helps students navigate the storm of academic demands, then institutions might consider adding programs that teach these skills. Workshops on emotion regulation, mentoring initiatives, and counseling services could help students, especially younger ones, develop the tools they need to handle stress. By strengthening these psychological resources, universities may not only reduce the burden of academic pressure but also help students build a more satisfying and resilient life during their years of study. The study confirms that in the high-stakes environment of higher education, the ability to understand and manage emotions is not just a soft skill, but a vital asset for survival and success.