Emotional Intelligence and Life Satisfaction in Forensic Science Students: A Cross- Sectional, Correlational, Comparison Study

Abstract

Emotional intelligence has been related to life satisfaction and academic achievement. These two aspects are identified in some studies with college students, but none with students of Forensic Science. This knowledge iscrucial since they are expected to work as forensic scientists, investigators, expert witnesses, or in other forensic science-related roles that need to interact effectively with people. For that, students need to have excellent academic achievement and positive emotions. This study aims to identify (1) the relationship between emotional intelligence and life satisfaction, and (2) the differences between students’ academic achievement in emotional intelligence and life satisfaction. A total of 92 students from the Forensic Science Program at Universiti Sains Malaysia participated in a cross-sectional online survey. The online survey (Google Form) contained some demographic information and standardized psychological questionnaires: the Self-Rated Emotional MalaysianIntelligence Scale (SRMEIS) for measuring emotional intelligence, and the Malay version of the Satisfaction with Life Scale (SWLS) for life satisfaction assessment. The result shows a significant relationship between emotionalintelligence and life satisfaction. Three domains of emotional intelligence, i.e., emotional perception and expression, emotional facilitation of thought, and emotional management show a significant relationship with life satisfaction. No significant differences were found between the two academic achievement groups (i.e., excellent and good academic achievements) on emotional intelligence and life satisfaction. Looking at the result, educators can form a comprehensive plan to assist the students in increasing their subjective well-being by implementing ways to improve their emotional intelligence and life satisfaction levels. The study’s findings also help Forensic Science students be more prepared for learning and adapting to the tertiary environment.