THE EFFECT OF EMOTIONAL INTELLIGENCE AND WORK-LIFE BALANCE ON THE RESILIENCE OF WORKING STUDENTS

Abstract

This study aims to analyze the influence of Emotional Intelligence on Work-Life Balance and Resilience among working students. Students who simultaneously undertake academic and professional roles often face high psychological pressure, requiring strong emotional regulation skills to maintain both academic and professional performance. This research employs a quantitative approach with an explanatory research design to examine causal relationships among variables. Data were collected using a Likert-scale questionnaire distributed to 100 working student respondents. The data analysis technique applied was Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3.0 software. The results of the outer model evaluation indicate that all constructs meet validity and reliability criteria, as evidenced by Average Variance Extracted (AVE) values above 0.5 and Composite Reliability values above 0.7. Hypothesis testing results reveal that Emotional Intelligence has a positive and significant effect on both Work-Life Balance and Resilience. However, Work-Life Balance does not have a significant effect on Resilience in this population. The R-square values indicate that Emotional Intelligence explains 57% of the variance in Work-Life Balance and 58.9% of the variance in Resilience. These findings provide both theoretical and practical contributions. Theoretically, this study confirms that Emotional Intelligence is a key determinant for working students in maintaining life balance and developing resilience. Practically, the findings highlight the importance of enhancing Emotional Intelligence as a strategic approach for educational institutions and organizations in supporting working students to cope with complex demands in the future.