Graduation Year


Document Type




Degree Granting Department

Adult, Career, and Higher Education

Major Professor

James Eison, Ph.D.


Higher education, Cognitive ability, Validity, Personality, Subjective well being


This study investigated the relationship between Emotional Intelligence (EI) and Satisfaction with Life (SWL) among community college students. Some researchers suggest a relationship exists between EI and important outcome variables (e.g., occupational success & satisfaction with life). However, other researchers suggest measures of EI may simply assess personality variables known to predict these variables. I used the Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) to investigate how much additional variance in SWL, EI predicts after three personality variables (self-esteem,depression, and locus of control). A convenience sample of 200 Central Florida Community College Students completed the following instruments: 1) MSCEIT(Mayer, Salovey, and Caruso Emotional Intelligence Test, 2002) to assess EI. 2) RSES (Rosenberg Self-Esteem Scale, 1965) to assess self-esteem. 3) BDI-II (Beck Depression Inventory ll) Beck, Steer, and Brown (1997) to assess depression

. 4) I-E Scale (Internal-External Locus of Control Scale) Rotter (1966) to assess locus of control. 5) SWLS (Satisfaction with Life Scale) Diener, Emmons, Larsen, and Griffin (1985) to assess overall (global) satisfaction with life. Bivariate correlations between the known predictor variables (self-esteem, depression, and locus of control) and the dependant measure (SWL) are in agreement (size and direction) with prior research. However, correlational analysis suggested no correlation between EI as well as all four components of EI with SWL or the known predictor variables. These findings agree with prior research reporting correlations between EI or components of EI with SWL. A series of five hierarchical regression analyses was conducted to investigate whether EI or any of the four components of EI contributes in the prediction of SWL after accounting for known predictors (self-esteem, depression, and locus of control). The results of all five hierarchical regression analysis suggest

s EI as well as the components of EI do not account for additional variance in SWL among community college students.Therefore, results of the study suggest EI is not an important predictor of SWLamong community college students. Limitations of the study as well as suggestions for future research are discussed. In the final sections conclusions as well as some implications for practice in higher education are presented.