The impact of emotional intelligence on students with extracurricular activities and regular students

Abstract

This paper explores the relationship between extracurricular activities among students and the impact on their emotional intelligence. It starts from the assumption that students engaged in extracurricular activities also develop motivation, social skills, and empathy, while regular students may lack or possess these competencies to a lesser extent. The methodology used in the study involves a questionnaire consisting of general questions such as gender, year of study, employment status, and a set of questions assessing emotional intelligence, including self-awareness, self-regulation, motivation, empathy, and social skills. The hypothesis posited is that students participating in extracurricular activities during their studies, especially those involving project management, develop comprehensive competencies related to social skills, empathy, and motivation, thereby leading to enhanced emotional intelligence. Analyzing the responses collected from 84 students in the statistical program JASP, it was observed that these competencies are more pronounced and prevalent in the first group of students engaged in extracurricular activities, compared to regular students. The expected contribution of this research is to motivate students to engage in extracurricular activities during their studies, thereby enhancing their emotional intelligence competencies. The findings could be beneficial to human resource managers and youth recruitment and development departments. Furthermore, this paper serves as a foundation for further research in the development of the field of emotional intelligence.