Abstract
This article aims to investigate the influence of self-perception, self-regulation and motivation on the social awareness and social skills of university students. While Emotional Intelligence is a concept extensively researched in psychology with a substantial body of literature, there is limited empirical data connecting the constructs of self to the social constructs in Emotional Intelligence. The research recognizes the significance of understanding how these intrapersonal and interpersonal factors contribute to the development of social competence in the academic environment. A quantitative survey was used to explore the relationship between these. The sample comprised undergraduate students from diverse academic disciplines, and data were collected through validated self-report questionnaires. The findings underscore the importance of integrating targeted interventions and educational strategies that promote the development of these attributes to enhance students’ overall social competence. By fostering a greater understanding of these dynamics, universities can better equip their students with the social skills necessary for successful interpersonal interactions, personal growth, and future professional success.
Keywords: Emotional Intelligence; Social Skills; University Students; Emotional Wellbeing; Self-Awareness.