The Association Between the Lack of Interaction, Self-Efficacy and Emotional Intelligence on College Students’ Mental Health and Academic Satisfaction during Covid-19

Aim: The current study aimed to understand the factors that may be influencing college students’ well-being due to the change to online learning. This study investigated the association between lack of interaction, self-efficacy and emotional intelligence on college students' mental health and academic satisfaction. It also investigated whether emotional intelligence mediated the relationship between self-efficacy and student’s academic satisfaction. Method: A questionnaire was administered to participants (n=74) through Google form a survey builder. It consisted of demographic questions and three questionnaires: The Student Perceptions and Self-Efficacy in Online Learning Environments-Model, The Depression, Anxiety and Stress Scale - 21 items (DASS-21) and The Schutte Self-Report Emotional Intelligence Test (SSEIT). Results: Results indicated that emotional intelligence and self-efficacy levels predicted students' mental health. However, lack of interaction did not predict students' mental health. Self-efficacy levels predicted students' academic satisfaction. Emotional intelligence levels and lack of interaction were not statistically significant in predicting students' academic satisfaction. Emotional intelligence was not statistically significant in mediating self-efficacy and academic satisfaction. Conclusion: The current study findings highlight the importance of investigating factors that may be impacting students' well-being due to the change to online learning during the Covid-19 pandemic. It supports previous literature, suggesting that emotional intelligence and self-efficacy could predict mental health; and the role of self-efficacy on academic satisfaction; therefore, showing the importance of both factors in the academic setting