Emotional Intelligence of American and Saudi University Students - Case Study Example

Emotional Intelligence of American and Saudi A Comparative Study Thesis presented to the Faculty of In partial fulfillment of the requirements for the degree of Masters of Science in Clinical Psychology by Student Abstract The present study will be conducted in order to identify the impact of culture of the United States on those foreign students studying in United States who belong to Saudi background. More precisely, the study aims at comparing the emotional intelligence of two student groups of America. These student groups include students from Saudi background and students belonging to American background. The emotional intelligence of these two groups will be differentiated on four elements of emotional intelligence including awareness of oneself, awareness of society, and management of self and management of relationships. In order to conduct the present study two student groups will be surveyed. The first group comprised on those students who are studying in US and belong to Saudi Arabia and the second group comprises of American citizens who were born and raised in America. In order to survey the two groups a questionnaire will be administered which was developed on the basis of Emotional and Social Competency Inventory (ESCI). The ESCI is a great tool to measure emotional intelligence of individuals and even has higher internal validity as suggested by the scores of Cronbach Alpha. The inventory tests survey participants for 72 items and even has a reverse score associated with its items. The study was both quantitative and descriptive in nature and the questionnaire was supplied online. The questionnaire was supplied to Saudi background students in America with the help of Saudi Arabian Cultural Mission. In order t maintain the confidentiality of the participant’s information will be transformed into numerical codes which will make it difficult to understand the information. Even the participants will be assigned numerical codes to hide their real identity. The participants of the study will be informed about the study and the purpose for which it is being conducted. The data gathered from the participants will be analyzed with the application of T-test and in order to perform the T-test SPSS will be utilized. The outcome of the study will be objective in nature and will depend on the findings of the application of the T-test. This is being done to ensure no discrimination or biasness is involved. Contents Abstract 2 Contents 4 Chapter I 5 Introduction 5 Various and aggressive technological advancements have made the world very connected. More affordable means of communication and travel have enabled people from all corners of the world to explore and interact. This phenomenon makes it more important for humans to be equipped with the ability to understand, empathize and negotiate with others. Developing a high level of emotional intelligence is imperative in being able to gauge other people’s signals and respond to it accordingly. 5 Statement of the Problem 5 Purpose of the Study 6 Review of the Literature 7 Importance of Emotional Intelligence 9 Cultural Perspective of Emotional Intelligence 10 Cultural intelligence 11 Theoretical Framework 13 Research Aims and Hypotheses 13 Method 15 Participants 15 Measures 16 Design and Procedure 18 Chapter I Introduction Various and aggressive technological advancements have made the world very connected. More affordable means of communication and travel have enabled people from all corners of the world to explore and interact. This phenomenon makes it more important for humans to be equipped with the ability to understand, empathize and negotiate with others. Developing a high level of emotional intelligence is imperative in being able to gauge other people’s signals and respond to it accordingly. Statement of the Problem Numerous studies have been conducted on emotional intelligence. However, emotional intelligence theories espouse different and sometimes conflicting ideas. For instance, there are studies supporting the idea that emotional intelligence is culturally-dependent (Maznevski, 2008; Fernandez-Berrocal, & Extremera, 2006; Gabel, Dolan, & Cerdin, 2005). In other words, current researches indicate that different cultural values, ethics and attitudes have a significant impact on the emotional understanding and expression (Chentsova-Dutton et al., 2007; Elfenbein, & Ambady, 2002; Morling, Kitayama, & Miyamoto, 2002; Tsai, Miao, Seppala, Fung, & Yeung, 2007). Hofstede (2001) notes that the cultural prioritization of personal needs against group needs determines the level of emotions involve in group dynamics precepts, which are individualism and collectivism. Indeed, Larsen (2000) identifies the North American culture to have high occurrences of individualistic tendencies while Middle Eastern and Asian cultures are oriented towards group needs and are collectivistic. On the other hand, a recent study conducted by Crowne (2013) strongly suggests that cultural exposure does not impact emotional intelligence, but rather it influences cultural intelligence. Given that emotional intelligence depends on how we relate with other people, it is logical to assume that it is also dependent on culture, which defines the language, religion, social habits, arts, etc. of a group of people. Indeed, studies have found that emotional intelligence differs across cultures in general and other specific groups (i.e. Croatia, Sweden, and Slovenia) (Molander, Holmstrom, & Taksic, 2009). However, there has been a lack of literatures that compare Americans and Saudi Arabians pertaining to their emotional intelligence. According to Jason Song from Los Angeles Times (2013), the number of Saudi university students in the United States has grown significantly to 44,566, with the number increasing by approximately 30% between 2011 and 2012. The influx has been largely catalyzed by scholarship programs such as the King Abdullah Scholarship program that encourage Saudi students to study abroad (The Ministry of Higher Education, 2010). With the ingress of individuals with a collectivistic culture into a predominantly individualistic society (Larsen, 2000), it can be assumed that the emotional understanding and expression between the two groups is significantly different resulting in emotional intelligence disparities that can precipitate conflict. Furthermore, anecdotal evidence suggests that Saudi students are disparaged and perceived as hostile in the United States resulting in largely inter- Saudi friendships and engagements (LeBaron, & Hausheer, 2013). Consequently, it would be beneficial to examine the potential impact of the American culture on the emotional intelligence of Saudi students in the U.S. Purpose of the Study This study aims to compare the emotional intelligence of the American and Saudi university students in the United States using the Emotional and Social Competency Inventory (ESCI). In the process of completing this study, the information gathered will inform the researcher on the differences between the two groups on four aspects of emotional intelligence: self-awareness, social awareness, self-management and relationships management. Review of the Literature The Concept Of Emotional Intelligence Emotional Intelligence (EI) has been widely studied over the years. As such, numerous definitions of the concept have been provided. In 2009, Wharam defined EI as the awareness of a person’s own and other people’s emotions combined with the ability to manage or motivate oneself and other people by being able to understand emotions. Furthermore, he suggested that it is all about being able to “keep a sense of balance” (Wharam, 2009). On the other hand, Salovey, Brackett and Mayer (2007) considered EI as a more advanced cognitive or emotional abilities. Emotional intelligence is defined as the ability of people to recognize, generate and access emotions to allow them to think sensibly as well as to understand and effectively control emotions better (Salovey, Brackett, & Mayer, 2007). These authors proposed four basic skills in the emotional intelligence model: evaluation and articulation of emotions, precise perception, taking on and creating feelings that make reasoning possible, and regulation of emotions (Salovey, Brackett, & Mayer, 2007). Boyatzis (2007) expanded the definition of emotional intelligence into four aspects – self-awareness, self-management, social awareness, and relationship management. Self-awareness is measured on ones ability to recognize their emotions, accurately assessing ones strengths and weaknesses, and having a good sense of self-worth; self-management is measured on control of personal emotions, having integrity, being flexible with change, making improvements, initiative, and being persistent; social awareness is to have empathy, organizational awareness, and to be oriented for customer needs; relationship management is helping others develop, giving inspiration, being the agent of change, giving influence, managing conflicts, and working together efficiently (Boyatzis, 2007). Goleman defines emotional intelligence as a “moral imperative” that people must possess in order to improve our declining society, which consists of self-restraint and compassion (Goleman, 2005). In 1998, Goleman mentioned that emotional intelligence is composed of two major aspects known as: (1) ‘personal competence’ (i.e. self-awareness, self-motivation, and self-regulation); and (2) ‘emotional intelligence’ a.k.a. ‘social competence’ (i.e. social skills, empathy, or the ability of a person to understand the emotional needs of other people) (Goleman, 1998). Then in 2007, Goleman and Boyatzis provided a mixed model that consisted of a broad collection of competencies and expertise that influence the level of emotional intelligence. The first construct, self-awareness refers to the capacity to identify emotions, values and objectives as well as their effect. Self-awareness is the key driving factor among most leaders and prominent people. The second construct, self-regulation which involves calculating or conveying disruptive sensations, impulses and adjusting to shifting circumstances (Hay Group, n.d.; Boyatzis, 2007). Findings of the study conducted by Wharam (2009) as well as Salovey et al. (2007) support the thesis that American students have higher level of self-awareness, they can manage themselves in a better manner and they are even aware about their social surroundings. Wharam (2009) states that higher emotional intelligence allows individuals to be aware about them which in turn helps them in controlling their own emotions while making various decisions. Salvovey et al. (2007) states that individuals with higher emotional can restrict their emotions from conflicting with their work. American students with higher emotional intelligence can work without allowing their emotions to restrict them from making objective decisions. American students with higher emotional intelligence are able to recognize the emotional issues that are being experienced by their team workers and they try to solve those issues in order to motivate other team members to work in an effective and efficient manner. Importance of Emotional Intelligence A well-developed emotional intelligence has many advantages. Wharam (2009) mentioned that a strong emotional competencies and skills can lead to positive development not only at home but also in school and work to an increase in productivity. Having high emotional intelligence encourages individuals to become socially interactive and having resources available will support an individual’s self-actualization (Wharam, 2009). Emotional intelligence also contributes to decision-making process. Having stable emotions is advantageous because it keeps emotions such as anger under control thereby avoiding making hasty decisions (Salovey, Brackett, & Mayer, 2007). Emotional intelligence has several benefits that can help an individual in his personal and professional life. Goleman (2005) investigated the significance of emotions as an aspect of an individual’s general aptitude. He argued that the feelings within an individual’s intelligence offer the fundamental psychological ability to reason, to resolve complications, and to create new relationships with other people (Goleman, 2005). Additionally, Goleman proposed that academic IQ was not providence, since emotional intelligence may play an even major role in achievement, and may be cultivated in the course of life (Goleman, 1998). Emotional intelligence can help an individual in creating better relationships and conflict resolution. According to Boyatzis and Saatcioglu (2007), the process of developing strong social, emotional and cognitive intelligence competencies among the students is important. These aspects are viewed as important in terms of molding students to become good leaders and effective future managers. Furthermore, emotional intelligence is incredibly important in ones psychological wellbeing because it encourages better social adjustment, workplace performance, and overall mental health (Elfenbein, 2006). Findings of the study conducted by Wharam (2009), Salovey et al. (2007), Goleman (2005) and Elfenbein (2006) support the hypothesis that students who belong to the American background have higher ability to manage themselves. This ability to manage one enables American students to restrict themselves from exhibiting anger which in turn help them in making rational decisions during group work in their educational institutes. The ability to be aware of the social surroundings helps an American student to identify elements that may not be welcomed by other students. They use this information in order to develop better relationships in their educational institutes. Cultural Perspective of Emotional Intelligence Emotions are expressed in varying degrees in different cultures. Various events and triggers may also evoke different emotions in different cultures. Herkenhoff (2004) supports this assertion with his research findings that emotions are defined differently in different cultures. In a succeeding study, Herkenhoff (2010) mentioned that these emotional cues are managed in different ways depending on the prevailing traditions and contexts. With this in mind, it can be argued that culture influences how one processes emotions — a paramount aspect of emotional intelligence. Exposure to a different culture may influence an individual’s thoughts, feelings and behavior. According to Goleman, it is clear that regardless of the attitude, cultural patterns greatly affect the level and type of emotional intelligence (Goleman, 2005). In a study conducted by Gabel, Dolan and Cerdin in 2005, they discovered that the academic performance of Saudi students living in the United States would decrease as a result of the anxiety brought about by extreme differences between the two cultures. These findings may be explained by the emotional process model proposed by Hekenhoff in 2010 explaining how culture affects certain steps of emotional processing. According to Herkenhoff (2010), the first step in processing an emotion is the event itself. It is then followed by awareness, feeling, and action. The transition between awareness and feeling is marked by an interpretation of what is happening. In between feeling and action is the individual’s response. Interpretation and response are vulnerable and heavily influenced by what the person knows through his or her culture (Herkenoff, 2010). According to Salovey and Mayer (1990), verbal communication and language are important factors of emotional expression, which is integral to emotional intelligence. This justifies the need to learn about the language and its meanings in order to study emotions in-depth (Salovey, & Mayer, 1990). Language, which varies in syntax and context, is an integral component of culture and is a prime evidence of differences among cultures (Puspitasari, 2013; James, 2002; Djursaa, & Kragh, 1999; Cai, & Rodriguez, 1996). The studies conducted by Mayer et al. (1990) Herkenhoff (2010) and other researchers provide support for the thesis that American students have higher emotional intelligence than their Saudi counterparts. These studies even help in identifying that due to lack of emotional intelligence amongst Saudi students studying in America, these students end up experiencing anxiety and they may exhibit this through their behaviors. Cultural intelligence Cultural intelligence is a multi-dimensional construct that defines how each person would manage or function effectively within a diverse cultural setting (Earley, & Ang, 2003). Considering the invaluable contribution of cultural intelligence in understanding and relating with people from other nations, it is easy to see how cultural intelligence is a determinant of emotional intelligence (Maznevski, 2008). Flexibility in the appreciation of different cultures, particularly accepting differences and being open to different beliefs, is important in achieving a healthy level of emotional intelligence (Fernandez-Berrocal, & Extremera, 2006). However, the reality is that people differ in their development of emotional intelligence depending on their cultural setting (Thomas, 2006). There needs to be a balance in an individual’s personal beliefs and the multiple cultures they are exposed to. This is especially useful for foreign students who are susceptible to gaining multiple understandings of emotions given various cultural settings (Rockstuhl, Seiler, & Ang, 2011). However, emotional processing in different cultural settings is not very easy. When faced with difficulties, people respond to the challenge differently. For instance, people in Asia would not emotionally react in the same way most people in Europe would react (Fernandez-Berrocal, & Extremera, 2006). The findings of study conducted by Ang et al. (2003) support the thesis that Saudi students lack social awareness as compared to their American counterparts and due to low social awareness they find it difficult to understand the habits of people living in other nations and even fail to adapt to them. Study conducted by Maznevski (2008) supports the thesis of lack of cultural intelligence amongst Saudi students and their inability to develop friendly relationship with people from different cultures. Extremera et al. (2006) states that culture is significant in development of emotional intelligence. Ang et al. (2011) states that students belonging to foreign backgrounds experience different cultures due to which they fail to develop emotional intelligence. These findings support the facts that since Saudi students experience different cultures in Saudi Arabia and America, they fail to develop a proper understanding of emotional intelligence and experience the issue of lack of emotional intelligence. Theoretical Framework This study will be utilizing the definition provided by Daniel Goleman in his theory of emotional intelligence. Goleman proposed that emotional intellect is linked to social abilities, for instance compassion and social expertise. These two aspects: social skills and empathy are aspects of EI that were chosen for this study for a reason (Goleman, 2005). To clarify, the demonstration of sympathy and social skills in an educational setting has a noteworthy influence on students’ perceptions of their emotional intelligence. Furthermore, Goleman mentioned that emotional intelligence is concerned with the capability and awareness of individual’s sentiments as well as other people’s feelings, to distinguish between them, and process the information to guide an individual’s thoughts and actions (Goleman, 2005). Consequently, it would be reasonable to use the Emotional and Social Competency Inventory (ESCI) in determining the emotional intelligence of American and Saudi university students. The ESCI is consistent with Goleman’s theory of emotional intelligence. For instance, the ESCI is applicable in four different aspects of emotional intelligence known as: self-awareness, self-management, social awareness, and relationship management (Boyatzis, 2007). Research Aims and Hypotheses Based on literature on emotional intelligence in different cultures, it is hypothesized that there are significant differences in the scores of American university student and Saudi university students on the four main aspects of emotional intelligence: self-awareness, social awareness, self-management, and relationship management. Specifically, it is hypothesized that: H1: American Students will have higher overall scores in emotional intelligence than Saudi students. H2: American students will score higher on self-awareness domain than Saudi students. H3: American students will score higher on self-management domain than Saudi students. H4: American students will score higher on social awareness domain than Saudi students. H5: American students will score higher on relationship management domain than Saudi students. Chapter II Method Participants The number of participants within this study will comprise a total of XX males and females university students from two different races (XX American students and XX Saudi Arabian students), and it was determined through the G* Power tool. Data collection will be undertaken from two groups comprising of XX participants in each group. The two participant groups within this study will consist of Saudi Arabian students and American students. Saudi Arabian students will be referred to as Group 1, and American students will be Group 2. Each group must meet specific criteria in order to participate within the study. Group 1 participants will consist of Saudi Arabian students that were born and raised in Saudi Arabia. Additionally, the Saudi Arabian students will be temporary resident. To clarify, they will be international students at the university levels that have been studying in the United States for a specific period of time; this will be between two to five years. In addition, Saudi Arabian students must utilize Arabic as their native and first language. Group 2 participants will comprise American Students who must meet the criteria for being born and raised in the United States and studying at the university level. The American participants will be permanent residents. To specify, they have been living most of their lives in the United States. Similar to Group 1 criteria, Group 2 American students will strictly have English as their native and first language. A questionnaire will be administered to participants to aid in the classification of the participants background. The information collected will contain demographic data regarding the participants’ gender, age, country of origin, participants’ duration of living within the United States, level of education, country of birth, as well as native language (Appendix CA). The demographic information is an important component to the study because it will help the researcher achieve the purpose of the study through a critical comparison between the American and Saudi students. Measures The study will utilize the Emotional and Social Competency Inventory (ESCI) to measure the variable “Emotional Intelligence (EI)”. ESCI refers to the ability of an individual to realize the best for oneself and other people (Hay Group, n.d.). This measure is based on emotional competencies that are identified by Dr. Daniel Goleman in his book Working with Emotional Intelligence (1998) (EI Consortium, n.d.). Boyatzis (n.d.) clarified that ESCI includes 12 competencies organized into four clusters: Self-Awareness: Knowing one’s internal states, preferences, resources and intuitions. Emotional Self-Awareness: Recognizing one’s emotions and their effects. Self-Management: Managing one’s internal states, impulses and resources. Achievement Orientation: Striving to improve or meeting a standard of excellence. Adaptability: Flexibility in handling change. Emotional Self-Control: Keeping disruptive emotions and impulses in check. Positive Outlook: Persistence in pursuing goals despite obstacles and setbacks. Social Awareness: Refers to how people handle relationships and awareness of others’ feelings, needs and concerns. Empathy: Sensing others’ feelings and perspectives, and taking an active interest in their concerns. Organizational Awareness: Reading a group’s emotional currents and power relationships. Relationship Management: The skill or adeptness at inducing desirable responses in others. Coach and Mentor: Sensing others’ development needs and bolstering their abilities. Inspirational Leadership: Inspiring and guiding individuals and groups. Influence: Wielding effective tactics for persuasion. Conflict Management: Negotiating and resolving disagreements. Teamwork: Working with others toward shared goals. Creating group synergy in pursuing collective goals. The ESCI takes 30-45 minutes to be completed. Additionally, it includes a total of 72 items; each competency scale has five items and most have an additional reverse-scored item (Boytzis, n.d.). The psychometric standards that were accomplished in the statistical analyses reassured that the ESCI concentrates on behaviors – and the connection between them – that are observable, recognizable and distinct (Boyatzis, n.d.). A finding from pilot study (n=1022) has shown the ESCI to have an overall average internal consistency coefficient of 0.79 for total others ratings (Rodrigues & Madgaonkar, 2013). The Emotional and Social Competence Inventory (ESCI) shows acceptable validity and reliability in several studies (Boyatzis, n.d.). Table 1 shows the reliabilities for each competency. Table 1 Cronbach’s Alpha Reliability for ESCI Competencies Note. Adapted from The Creation of the Emotional and Social Competency Inventory (ESCI). Findings from a pilot study to achieve a higher psychometric standard with the ECI, p. 6, by R. E. Boyatzis, n.d. Design and Procedure The research will be within-subjects quantitative descriptive design. An online survey questionnaire will be posted within Craigslist (www.craigslist.org). The purpose of the online survey is to obtain data for Group 2, also known as the American student participants. To obtain data for Group 1, Saudi Arabian students, a copy of the questionnaire will be submitted to the Saudi Arabian Cultural Mission (SACM). Then, SACM will use their databases to e-mail the questionnaire to the Saudi Arabian University students in United States. Potential risks to this study may include lower response rates due to less confidentiality. However, this will be controlled by using numeric codes instead of identifiable information. To clarify, participants will not be asked to provide any identifying information. Instead, participants in the study will be issued with numerical codes to hide their identification and ensure confidentiality. In addition, for participant inquiries, the researcher will provide a phone number and an e-mail address to facilitate communication in order to explain unclear issues rising from the questionnaire. A brief introduction will be provided to introduce the participants to the general purpose of the study without giving particular fine details. This approach will help hide the exact name of the measure so as to ensure no influence on participants’ responses. The introductory information will be such as, “The enclosed questionnaire will help to determine how you feel and respond in several aspects” (Appendix B). The collected data will be stored in a private laptop from where data cleaning and analysis will be conducted. The data analysis will be through two tales T-test for independent samples. The Statistical Package for Social Sciences, (SPSS) will form the analytical tool for the data collected to help reach a conclusion about the findings. References Boyatzis, R. (2007). The creation of the emotional and social competency inventory (ESCI). Findings from a pilot study to achieve a higher psychometric standard with the ECI. Bosten: Hay Group. Retrieved October 23, 2014, from http://www.haygroup.com Boyatzis, R., & Saatcioglu, A. (2007). A 20-year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education. 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Retrieved from http://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=11071 Earley, P., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford, CA: Stamford University Press. Elfenbein, H.A. (2006). Learning in emotion judgment: Training and the cross-cultural understanding of facial expressions. Journal of Nonverbal Behavior, 30(1), 21-36. http://dx.doi.org/10.1007/s10919-005-0002-y Elfenbein, H. A., & Ambady, N. (2002). On the universality and cultural specificity of emotion recognition: A meta-analysis. Psychological Bulletin, 128(2), 203-235. http://dx.doi.org/10.1037//0033-2909.128.2.203 Emmerling, R., Ghanwal, V., & Mandal, M. (2008). Emotional intelligence: Theoretical and cultural perspectives. NY: Nova Science Publishers Inc. Engle, R., & Nehrt, C. (2012). Antecedents of cultural intelligence: The role of risk, control, and openness in France and the United States. Journal of Management Policy and Practice, 13(5), 35-47. 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Retrieved October 12, 2014, from http://www.haygroup.com Herkenhoff, L. M. (2010). Professional culture, emotional intelligence, and the emotional process model. Journal of Organizational Leadership & Business, 1-30. Retrieved from http://www.tamut.edu/ Hofstede, G. (2001). Cultures consequences: Comparing values, behaviors, institutions and organizations acrossaNations. Thousand Oaks, CA: Sage Publications. James, K. (2002). Cultural implications for translation. Translation Journal. 6(4). Retrieved from http://translationjournal.net/journal/22delight.htm Kessler, E. (2013). Encyclopedia of management theory. Thousand Oaks, CA: SAGE Publications. Larsen, R. (2000). Toward a science of mood regulation. Psychological Inquiry, 11(3), 129-141. dio: 10.1207/S15327965PLI1103_01 LeBaron, R., & Hausheer, S. (2013). Americans Must Do More to Welcome Saudi Scholarship Students. U.S. News. Retrieved from http://www.usnews.com/topics/author/stefanie_hausheer London, M. (2011). The Oxford Handbook of Lifelong Learning. NY: Oxford University Press. Maznevski, M. (2008). How cultural intelligence can improve performance. IMD International, 1-5. Retrieved from http://www.imd.org/ Molander, B., Holmstrom, S., & Taksic, V. (2009). Cross-cultural and sex differences in the emotional skills and competence questionnaire scales: Challenges of differential Item functioning analyses. Horizons of Psychology, 18(3), 35-53. Retrieved from http://psy.ff.uni-lj.si/en/ Morling, B., Kitayama, S., & Miyamoto, Y. (2002). Cultural practices emphasize influence in the United States and adjustment in Japan. Personality and Social Psychology Bulletin, 28(3), 311-323. http://dx.doi.org/10.1177/0146167202286003 Puspitasari, M. (2013). English language and its acquisition, culture and role in Indonesian context. Asia-Pacific Collaborative education Journal, 9(2), 103-112. Retrieved from http://apcj.alcob.org/ Rockstuhl, T., Seiler, S., Ang, S., Van Dyne, L., & Annen, H. (2011). 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Appendix A You identify your gender as… Male Female Other ____________ What is your age? 18-24 years old 25-34 years old 35-44 years old 45-54 years old 55-64 years old 65-74 years old 75 years old or older What is your country of origin? ____________ What is your country of birth? ____________ What is your native/ first language? ____________ Please, specify your ethnicity. White Hispanic or Latino Black or African American Native American or American Indian Asian / Pacific Islander Middle Eastern Other ____________ How long have you been living in the United States? __________ years. What is your current educational level? You are… A high school student An undergraduate student A master’s student A doctoral student Other ____________ Appendix B Dear Participant, I invite you to participate in a research study on the effect of emotions on the university students. The study is being conducted by a researcher from [Institution]. The enclosed questionnaire will help to determine how you feel and respond in several aspects. Your participation in this research project is completely voluntary. You may decline altogether, or leave blank any questions you do not wish to answer. There are no known risks to participation beyond those encountered in everyday life. Additionally, you will not be asked to provide any identifying information. Your responses will remain confidential and anonymous. Data from this research will be stored in a private computer and reported only as a collective combined total. No one other than the researcher will know your individual answers to this questionnaire. If you agree to participate in this project, please answer the questions on the questionnaire as best you can. It should take approximately 30-45 minutes to complete. Please follow this link to participate in the study. [Link will be displayed here] Thank you for your assistance in this important endeavor. Read More