Emotional intelligence is the ability to recognize your emotions, understand what they are telling you, and realize how your emotions affect people around you. Emotional intelligence also involves your perception of others: when you understand how they feel, this allows you to manage relationships more effectively. There are five elements identified as the components of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills that comprise the field of emotional intelligence. Gardner (1983) had a major hand in resurrecting emotional intelligence theory in psychology. His influential model of multiple intelligence includes two types of personal intelligence, the interpersonal and intrapersonal intelligence. Emotionally intelligent students are likely to show confidence and self-trust. They are also said to have higher capacity to handle problems more easily and to perform better in terms of academics, given that they are also endowed with an ideal level of intellect. All these, when combined will contribute to persons self-belief and confidence that will move him to perform better in academics and then in society. Emotional intelligence largely contributes to a person’s ability to cope up with his present trends. Level of stress may refer to almost any kind of activity through which a person seeks meaning, especially a "search for the sacred. It may also refer to personal growth, blissful experience, or an encounter with one's own "inner dimension. Among family caregivers of children with disabilities, chronic stress, defined as stress stemming from “relatively enduring problems, conflicts, and threats that many people face in their daily lives,” can lead to negative outcomes related to physical health as well as mental and emotional health. As there are physical and psychological health risks associated with care giving stress, it is critical to support caregivers in reducing stress and improving overall well-being. The following strategies have been shown to reduce negative outcomes among family caregivers of children with DD. The study found that emotional intelligence is negatively correlated with level of stress among Caregiver of Special Needs Children. The study found that 6% female students have low emotional intelligence, 54% female students have average emotional intelligence, and 40% female students have high emotional intelligence. As a result, present study opens a new area of investigation regarding the role of level of stress in development of emotional intelligence skill in eastern Muslim culture of Kashmir University. These results can be very helpful for clinical and counselling purpose of students because emotional intelligence may have important clinical and therapeutic implications as on theoretical background emotional regulation should affect vulnerability to disorder and response to treatment. Moreover, emotional intelligence of students should be enhanced through different strategies so that they can have better mental health and achieve their future goals.
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