Background: Knowledge management is greatly aided by the important educational components of emotional learning and student well-being. Better information acquisition, retention and application can result from incorporating emotional learning into the educational system, which can also have a favourable effect on students’ general well-being. Students’ emotional learning skills may have an impact on their mental and physical well-being both inside and external of the educational setting. Improving theoretical success, decreasing substance usage, increasing general well-being and reducing violent behaviour are all possible outcomes of strengthening these abilities. This investigation’s objective is to explore how emotional learning affects students’ overall well-being. Also, it examines how emotional learning and students’ well-being relate to students’ academic achievement. Study participants were recruited across higher learning institutions from selected universities in India.
Problem statement: The study explores the relationship between emotional intelligence (EI), social–emotional learning and psychological well-being. Despite previous research showing conflicting results, this study aims to fill knowledge gaps by examining the impact of emotional learning on students’ happiness, life satisfaction, self-esteem and EI. The research aims to fill in knowledge gaps by examining predictors of student behaviour and attitudes, thereby enhancing the understanding of EI and its correlation with well-being.
Methodology: A structured questionnaire is developed with 26 questions and data are collected from 365 students of higher education in India. The collected data were analysed using SEM. By performing hypothesis testing we conclude that self-regulation, relationship skills, learning attitude and prosocial behaviour have a positive and beneficial impact on students’ well-being. Also, found that emotional awareness does not have a favourable and beneficial influence on the student’s well-being.
Findings: The outcomes show that self-regulation, relationship skills, learning attitude and prosocial behaviour have a positive and beneficial impact on student’s well-being. Also, found that emotional awareness does not have a favourable and beneficial influence on the student’s well-being. Overall, these results suggest some potential changes in our interpretation of the role that emotional learning plays in fostering academic performance, as its main function seems to be in mitigating the negative consequences of mental health issues.
Discussion: This study reveals five direct correlations that positively impact student well-being. The first hypothesis suggests that self-regulation positively impacts student well-being, while the second hypothesis suggests that emotional awareness does not. The third hypothesis suggests that relationship skills positively impact student well-being, while the fourth hypothesis suggests that learning attitude positively influences well-being. The fifth hypothesis suggests that prosocial behaviour positively influences student well-being.
