Vol. 6, Issue 2, Part E (2024)

This study explores the relationship between emotion management and life skills among postgraduate students, focusing on significant differences based on gender and specialization. A sample of 300 postgraduate students was selected through stratified random sampling. To achieve the study’s objectives, two scales were developed: an Emotion Management Scale and a Life Skills Scale, each containing 30 items evaluated using a five-point Likert scale (Always-Often-Sometimes-Rarely-Never). The statistical tools utilized included Chi-square tests, Cronbach’s alpha, one-sample T-tests, two-sample T-tests, and ANOVA, all processed via SPSS software (Abu Saleh & Awad, 2012) ^[1].

Key findings include
1. Postgraduate students demonstrate high levels of emotion management and life skills.
2. Male students scored higher in emotion management compared to females.
3. No significant differences were found in emotion management or life skills based on specialization.
4. No statistically significant gender differences were noted in life skills.
5. A positive correlation exists between emotion management and life skills.

Chapter 1: Introduction
The rapid advancements in various aspects of life have created an imperative for individuals to acquire extensive knowledge and develop skills to navigate social, academic, and professional challenges effectively. Emotion management and life skills are critical components of personal and social development, enabling individuals to build meaningful relationships, achieve personal goals, and overcome difficulties. Among university students, particularly postgraduates, the ability to manage emotions significantly impacts academic performance and social integration. Theoretical and empirical research has highlighted the role of emotional intelligence in shaping personality and influencing various life domains. For example, Zahran (1977) emphasized the role of emotions in shaping individual behavior, identifying stress, impulsivity, and sensitivity as common emotional challenges for students. Gardner’s multiple intelligences theory further highlights the interplay between cognitive and emotional skills, arguing that high cognitive abilities alone do not guarantee success without emotional competence (Gardner, 1996, p. 45) ^[22].

Problem Statement
Many university students struggle to manage their emotions effectively, leading to poor academic performance and social difficulties. This study addresses the following question:

What is the relationship between emotion management and life skills among postgraduate students?