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Effect of Emotional Intelligence Training on Emotional Regulation Skills among University Students in Nigeria

Abstract

Emotional intelligence is an important psychological and social competence among university students because it may influence how students understand, manage, and respond to their emotions and interpersonal experiences. University students in Nigeria may encounter academic pressure, financial difficulties, relationship challenges, social adjustment, family responsibilities, and uncertainty about their future, which may create situations requiring effective emotional regulation. Difficulties in regulating emotions may contribute to impulsive reactions, interpersonal conflicts, academic difficulties, psychological distress, and poor social functioning. Emotional intelligence training provides an opportunity to equip students with skills for recognizing emotions, understanding emotional triggers, managing emotional responses, developing empathy, communicating effectively, and responding constructively to challenging situations. Against this background, this study investigates the effect of emotional intelligence training on emotional regulation skills among university students in Nigeria. The study will be anchored on the Ability Model of Emotional Intelligence, Social Cognitive Theory, and Self-Efficacy Theory. The Ability Model of Emotional Intelligence explains emotional intelligence in terms of the ability to perceive, understand, use, and manage emotions effectively. Social Cognitive Theory emphasizes the roles of learning, observational learning, behavioural skills, social interaction, and environmental influences in the development of emotional regulation abilities. Self-Efficacy Theory emphasizes the importance of individuals' confidence in their ability to manage emotional experiences and apply learned regulation strategies effectively. Collectively, these theoretical perspectives provide a suitable framework for explaining how emotional intelligence training may influence emotional regulation skills among university students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate students enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select states, universities, faculties, departments, and eligible students. Emotional intelligence training will be measured using indicators such as exposure to structured training sessions, training frequency and duration, emotional awareness, emotion identification, understanding of emotional triggers, empathy development, self-awareness, self-management, interpersonal communication, conflict resolution, stress management, emotional expression, problem-solving, mindfulness, and practical emotional regulation exercises. Emotional regulation skills will be assessed using indicators such as recognition of emotional states, identification of emotional triggers, control of impulsive reactions, cognitive reappraisal, appropriate emotional expression, emotional flexibility, stress-response management, delayed response to emotional triggers, constructive communication, conflict management, positive coping, and ability to maintain emotional balance during challenging situations. Data will be collected using structured questionnaires, validated emotional intelligence instruments, and emotional regulation assessment tools administered before and after the training intervention where a quasi-experimental design is used. Descriptive statistics will be used to summarize students' demographic and academic characteristics, exposure to emotional intelligence training, and emotional regulation skill levels. Inferential statistical techniques, including paired or independent sample tests, chi-square tests, correlation analysis, and multiple regression analysis where appropriate, will be used to determine the effect of emotional intelligence training on emotional regulation skills. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that emotional intelligence training has a significant positive effect on emotional regulation skills among university students in Nigeria. Students exposed to structured emotional intelligence training are expected to demonstrate improved ability to recognize and understand their emotions, identify emotional triggers, regulate impulsive responses, reframe stressful situations, express emotions appropriately, manage interpersonal conflicts, and maintain emotional balance compared with their baseline skills or students without similar training. Practical exercises, role-playing, reflective activities, group discussions, and scenario-based learning may strengthen students' ability to apply emotional regulation strategies in academic, social, and personal situations. Improved emotional regulation may also support healthier communication, interpersonal relationships, stress management, and psychological well-being. Conversely, academic pressures, financial difficulties, social stressors, limited access to counselling services, low participation in training programmes, cultural expectations surrounding emotional expression, and insufficient follow-up may limit the sustained application of acquired skills. The study therefore expects structured, practical, accessible, culturally appropriate, and sustained emotional intelligence training to contribute significantly to improved emotional regulation skills among university students in Nigeria. The study is expected to contribute to the literature on emotional intelligence training, emotional regulation skills, university student well-being, psychological resilience, interpersonal relationships, stress management, mental health promotion, health education, and public health in Nigeria. The findings will provide useful information to the Federal Ministry of Education, Federal Ministry of Health and Social Welfare, National Universities Commission, university administrators, student affairs departments, counselling centres, psychologists, mental health professionals, public health practitioners, student organizations, development partners, and policymakers regarding strategies for strengthening students' emotional and psychological competencies. The study will also provide evidence-based recommendations for integrating emotional intelligence training into university orientation and student development programmes, strengthening counselling and psychosocial support services, promoting emotional regulation and interpersonal skills, expanding practical life-skills education, and establishing sustainable emotional well-being programmes across universities in Nigeria.

Keywords: Emotional intelligence training, emotional regulation skills, university students, emotional intelligence, emotional self-management, psychological well-being, stress management, interpersonal relationships, mental health promotion, life skills, Nigeria, public health.