Emotional intelligence and life satisfaction in forensic science students: a cross sectional, correlational, comparison study
Emotional intelligence has been related to life satisfaction and academic achievement. These two aspects are identified in some studies with college students, but none with students of Forensic Science. This knowledge is crucial since they are expected to work as forensic scientists, investigato...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit UKM
2025
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| Online Access: | http://journalarticle.ukm.my/25892/ http://journalarticle.ukm.my/25892/1/Sains_Kesihatan_23_1_6.pdf |
| Summary: | Emotional intelligence has been related to life satisfaction and academic achievement. These two aspects are
identified in some studies with college students, but none with students of Forensic Science. This knowledge is
crucial since they are expected to work as forensic scientists, investigators, expert witnesses, or in other forensic
science-related roles that need to interact effectively with people. For that, students need to have excellent
academic achievement and positive emotions. This study aims to identify (1) the relationship between emotional
intelligence and life satisfaction, and (2) the differences between students’ academic achievement in emotional
intelligence and life satisfaction. A total of 92 students from the Forensic Science Program at Universiti Sains
Malaysia participated in a cross-sectional online survey. The online survey (Google Form) contained some
demographic information and standardized psychological questionnaires: the Self-Rated Emotional Malaysian
Intelligence Scale (SRMEIS) for measuring emotional intelligence, and the Malay version of the Satisfaction with
Life Scale (SWLS) for life satisfaction assessment. The result shows a significant relationship between emotional
intelligence and life satisfaction. Three domains of emotional intelligence, i.e., emotional perception and
expression, emotional facilitation of thought, and emotional management show a significant relationship with life
satisfaction. No significant differences were found between the two academic achievement groups (i.e., excellent
and good academic achievements) on emotional intelligence and life satisfaction. Looking at the result, educators
can form a comprehensive plan to assist the students in increasing their subjective well-being by implementing
ways to improve their emotional intelligence and life satisfaction levels. The study’s findings also help Forensic
Science students be more prepared for learning and adapting to the tertiary environment. |
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