An Investigation of Interaction among Family Functioning, Emotional Intelligence, Psychological Distress and Well-Being in Students

Abstract

Research evidence shows there are a number of factors that impact student well-being, including family dynamics, emotional intelligence and psychological distress. The present empirical study has investigated the relationship between family function, emotional intelligence, and psychological distress on well-being of university students. A quantitative cross sectional correlational design was utilized. Data were collected from 500 students aged 18–25 years via purposive sampling technique from University of Gujrat, Gujrat. Well- established instruments, including the McMaster Family Functioning Scale, Schutte Emotional Intelligence Scale (SEIS), Kessler Psychological Distress Scale (K-10), and The Warwick–Edinburgh Mental Well-being Scale (WEMWBS) were used. The results were analysed in AMOS-27 version. Path analysis of structure equation model indicated that family function has partially mediated between wellbeing and psychological distress. Similarly, mood regulation showed complete mediation between wellbeing and emotional distress whereas appraisal of emotions, social skills, and utilization of emotions partially mediated between wellbeing and psychological distress. Conclusively, supportive family environment and utilization of emotions are positively associated with psychological distress whereas mood regulation, appraisal of emotions, and social skills are negatively associated with the wellbeing.