Influences of Gender, Location, Emotional Intelligence and Quality of Life on Academic Stress and Academic Achievement in Rural College Students

ABSTRACT

The study investigates the influence of gender, location, emotional intelligence, and quality of life on academic stress and academic achievement among rural college students. A mixed-methods approach was employed to collect and analyze data. Results reveal significant relationships between these factors, shedding light on the complex interplay between personal characteristics and academic outcomes. This research highlights the need for targeted interventions to alleviate academic stress and enhance academic achievement in rural college settings. Method Participants included 500 rural college students from various locations. Data was collected through surveys measuring emotional intelligence and quality of life, as well as academic stress levels. Academic achievement was assessed through GPA scores. Statistical analyses, including regression and correlation, were conducted to examine the relationships between the variables. Qualitative interviews were also conducted to gain a deeper understanding of the experiences of these students. Results The results indicate that gender, location, emotional intelligence, and quality of life are all associated with academic stress and academic achievement. Female students reported higher academic stress levels than males. Students from remote rural areas experienced greater academic stress compared to those from semi-urban regions. Higher emotional intelligence and a better quality of life were associated with lower academic stress and higher academic achievement. Qualitative findings further underscored the importance of emotional well-being and the need for support systems in rural college environments. Conclusion This study highlights the intricate relationships between gender, location, emotional intelligence, quality of life, academic stress, and academic achievement in rural college students. To enhance the educational experience for these students, interventions should focus on promoting emotional intelligence and improving the quality of life, particularly for those in remote rural areas. Gender-specific strategies may also be necessary to address the unique challenges faced by female students in this context.

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