Kecerdasan Emosional dan Dukungan Sosial sebagai Prediktor Kesejahteraan Subjektif Mahasiswa

Bilqis Sherenita Fadhlil Wafi; Rizky Putra Santosa

doi:10.21009/JPPP.151.08

Authors

Bilqis Sherenita Fadhlil Wafi Prodi Psikologi, Fakultas Psikologi, Universitas Negeri Surabaya, Surabaya, Indonesia
Rizky Putra Santosa Prodi Psikologi, Fakultas Psikologi, Universitas Negeri Surabaya, Surabaya, Indonesia

DOI:

https://doi.org/10.21009/JPPP.151.08

Keywords:

emotional intelligence, social support, subjective well-being

Abstract

This study aims to examine the influence of emotional intelligence and social support on college students’ subjective well-being. The university phase is often characterized by various academic, social, and emotional demands, which may affect students’ psychological functioning. In this context, emotional intelligence and social support are considered crucial predictors that can enhance students’ subjective well-being. Using a quantitative correlational design, the study involved 197 undergraduate students selected through purposive sampling. Data were collected using the WLEIS, MSPSS, and CSSWQ-R, all of which demonstrated strong validity and reliability. The results showed that emotional intelligence significantly predicted subjective well-being (R² = .454), as did social support (R² = .235). Multiple regression analysis revealed that both variables jointly explained 49.8% of the variance in subjective well-being, with emotional intelligence emerging as the stronger predictor (β = .571) compared to social support (β = .234). These findings indicate that students’ ability to understand and regulate their emotions, along with the perceived availability of supportive social relationships, play an essential role in enhancing their subjective well-being.

References

Acoba, E. F. (2024). Social support and mental health: The mediating role of perceived stress. Frontiers in Psychology, 15, Article 1330720. https://doi.org/10.3389/fpsyg.2024.1330720

Al Farizi, D., & Rakasiwy, R. P. (2025). Hubungan antara kecerdasan emosional dengan kesejahteraan psikologis pada mahasiswa. Jurnal Psikologi dan Bimbingan Konseling, 13(4). https://doi.org/10.6734/LIBEROSIS.V2I2.3027

Caballero-García, P. Á., & Ruiz, S. S. (2025). Emotional intelligence and its relationship with subjective well-being and academic achievement in university students. Journal of Intelligence, 13(4), Article 42. https://doi.org/10.3390/jintelligence13040042

Chaeruman, D. R. D., Nabila, F. I., Choli, J., & Purwantini, L. (2024). Hubungan dukungan sosial dan self-esteem dengan subjective well-being pada mahasiswa Universitas Islam “45” Bekasi. Jurnal Pendidikan dan Ilmu Sosial (JUPENDIS), 2(2), 194–205. https://doi.org/10.54066/jupendis.v2i2.1535

Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357.

Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302.

Doriza, S., Ilwana, H. F., & Nugraheni, P. L. (2024). Subjective well-being factors in students. Journal of Family Sciences, 9(2).

Eisenbarth, C., & Kirkhart, C. (2025). Multidimensional social support and depressive symptoms in college students: Direct associations and stress-buffering roles. Discover Psychology, 5(1), Article 173. https://doi.org/10.1007/s44202-025-00516-3

Fadli Rahman, Putra, E., & Ningsih, E. Y. (2024). Kecerdasan emosi dan resiliensi akademik sebagai prediktor prestasi akademik mahasiswa. G-Couns: Jurnal Bimbingan dan Konseling, 9(2), 820–834. https://doi.org/10.31316/g-couns.v9i2.6859

Hasibuan, M. A. I., Anindhita, N., Maulida, N. H., & Nashori, F. (2018). Hubungan antara amanah dan dukungan sosial dengan kesejahteraan subjektif mahasiswa perantau. Psikohumaniora: Jurnal Penelitian Psikologi, 3(1), 101–116.

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., & Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare, 12(6), Article 634. https://doi.org/10.3390/healthcare12060634

Hidayati, L., Amanda, R., Samara, S., & Agustin, Y. (2023). Pengaruh dukungan sosial terhadap kesejahteraan subjektif pada siswa. Jurnal Pendidikan dan Ilmu Sosial, 1(3), 177–185. https://doi.org/10.54066/jupendis-itb.v1i3

Huang, L., & Zhang, T. (2022). Perceived social support, psychological capital, and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. Asia-Pacific Education Researcher, 31(5), 563–574. https://doi.org/10.1007/s40299-021-00608-3

Julika, S., & Setiyawati, D. (2019). Hubungan antara kecerdasan emosional, stres akademik, dan kesejahteraan subjektif pada mahasiswa. Gadjah Mada Journal of Psychology, 5(1), 50–63. https://doi.org/10.22146/gamajop.47966

Khoirunnisa, A., & Rosiana, D. (2023). Pengaruh perceived social support terhadap psychological well-being mahasiswa yang sedang menyusun skripsi. Humanitas, 7(3), 319–332.

Kotera, Y., Lieu, J., Kirkman, A., Barnes, K., Liu, G. H. T., Jackson, J., Wilkes, J., & Riswani, R. (2022). Mental wellbeing of Indonesian students: Mean comparison with UK students and relationships with self-compassion and academic engagement. Healthcare, 10(8), Article 1439. https://doi.org/10.3390/healthcare10081439

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. https://doi.org/10.1177/1754073916639667

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–31). Basic Books.

Pranida, R. P., & Tazkiyah, N. (2024). The relationship between peer social support and emotional intelligence on subjective well-being of students. Formosa Journal of Multidisciplinary Research, 3(8), 2945–2954. https://doi.org/10.55927/fjmr.v3i8.10414

Putri, D. R. (2016). Peran dukungan sosial dan kecerdasan emosi terhadap kesejahteraan subjektif pada remaja awal. Jurnal Indigenous, 1(1), 12–22.

Renshaw, T. L., & Bolognino, S. J. (2016). The college student subjective wellbeing questionnaire: A brief, multidimensional measure of undergraduate covitality. Journal of Happiness Studies, 17(2), 463–484. https://doi.org/10.1007/s10902-014-9606-4

Sri Hartini, Ernawati, S., & Purnomosidi, F. (2025). Hubungan antara dukungan sosial dengan subjective well-being pada mahasiswa program studi psikologi. Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan, 4(1), 157–170. https://doi.org/10.58192/sidu.v4i1.3132

Urbón, E., Salavera, C., & Usán, P. (2025). The influence of gender on the relationship between emotional intelligence and psychological well-being in Spanish university students. BMC Psychology, 13(1), Article 273. https://doi.org/10.1186/s40359-025-02730-z

Valerie, B., & Mularsih, H. (2021). The correlation between emotional intelligence and subjective well-being among psychology students in Jakarta.

Zhang, D. C., & Renshaw, T. L. (2020). Personality and college student subjective wellbeing: A domain-specific approach. Journal of Happiness Studies, 21(3), 997–1014. https://doi.org/10.1007/s10902-019-00116-8

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41.