Author: R. Sheela, Dr. B. Saminathan & Dr. A. Edward William Benjamin
DOI Link: https://doi.org/10.70798/Bijmrd/03110010
Abstract: In an era characterized by pervasive digital interconnectivity, social media has evolved into a primary medium for emotional expression, interpersonal communication, and academic engagement particularly among pre-service teachers navigating emotionally demanding educational settings. This quantitative correlational study investigates the role of Social Media Emotional Intelligence (SMEI) defined as the ability to perceive, understand, and manage emotions within online environments in predicting psychological wellbeing and academic performance among student teachers. A total of 100 student teachers enrolled in accredited teacher education programs participated in the study. Standardized instruments were utilized, including the Social Media Emotional Intelligence Scale (SMEIS), the Ryff Psychological Well-Being Scale, and self-reported academic performance metrics verified through institutional records. Data were analysed using Pearson’s correlation and multiple regression analyses to determine the predictive relationship between SMEI dimensions (emotional perception, expression, regulation, and empathy) and the outcome variables. Findings revealed that SMEI demonstrated a positive and significant correlation with both wellbeing (r = .63, p < .01) and academic performance (r = .48, p < .01). Regression analysis indicated that emotional regulation and online empathy emerged as the strongest predictors of well-being, whereas emotional expression significantly predicted academic success. These results underscore the critical role of digital emotional competence in shaping student teachers’ holistic development. Integrating digital emotional literacy within teacher education curricula can enhance emotional resilience, promote psychological well-being, and support academic excellence in digitally mediated learning environment.
Keywords: Social Media Emotional Intelligence, Emotional Regulation, Well-Being, Academic Performance, Student Teachers, Digital Literacy, Emotional Competence.
Page No: 85-93