Determinants of emotional intelligence among bachelor's degree graduates in UUM Sintok

Abstract

This study investigates the factors influencing graduate emotional intelligence (EI) among bachelor’s degree graduates at Universiti Utara Malaysia (UUM) Sintok, Year of 2024. Emotional intelligence, which includes self-awareness, emotional regulation, empathy and social skills, is increasingly recognized as essential for employability in modern workforce. Despite high academic qualifications, many Malaysian graduates struggle with soft skills, and emotional readiness, affecting their transition into employment. The study examined on three independent variables such as soft skills, curriculum content of program and digital skills. A quantitative research design was employed with data collected from 150 students of UUM through structured questionnaires. Statistical analysis using SPSS version 29, including correlation and multiple regression test, revealed that curriculum content of program have a significant negative relationship with emotional intelligence and digital skills have a significant positive relationship with emotional intelligence. Surprisingly, soft skills showed no significant relationship with emotional intelligence in this context. These findings suggest that while digital readiness and curriculum alignment are critical to developing emotional intelligence, soft skills alone may not be sufficient without structured academic and technological support. The study offers valuable insights for educators, policymakers and employers in redesigning university programs to better prepare students emotionally and professionally for the demands of the workforc