By: Nurul Farhan Zainorkamarul Basahidin

Emotion management is an essential soft skill that must be mastered by public university students. University life is filled with challenges such as heavy academic workloads, stressful examinations, competition with peers, as well as financial and social relationship issues. Without proper emotional management skills, students are easily exposed to anxiety, depression, and personal conflicts that can negatively affect academic performance and overall well-being.

According to Goleman (1995), emotional intelligence refers to the ability to recognize, understand, and regulate one’s own emotions as well as those of others. The first strategy that can be practiced is self-awareness, which is the ability to identify the emotions being experienced. For example, a student who realizes they are anxious before an examination may respond by creating a study schedule to boost confidence. Secondly, self-control is also crucial in restraining negative reactions. Gross (2002) explains that self-control can reduce impulsive responses and enhance maturity in decision-making.

In addition, social support from family, friends, or counselors has a significant impact on emotional stability. Cohen and Wills (1985) stated that social support functions as a buffer that protects individuals from the effects of stress. Furthermore, positive thinking encourages students to view failure as a learning opportunity. Seligman (2006) emphasizes that optimism makes individuals more resilient. Finally, physical and relaxation activities such as exercising, praying, or meditating can help channel stress in a healthy way (Fox, 1999).

In conclusion, emotion management is a skill that every public university student should master to face the challenges of campus life. By applying strategies such as self-awareness, self-control, social support, positive thinking, and physical activities, students can maintain mental balance while improving academic achievement and character development.

References

• Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310
• Fox, K. R. (1999). The influence of physical activity on mental well-being. Public Health Nutrition, 2(3a), 411–418. https://doi.org/10.1017/S1368980099000567
• Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
• Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281–291. https://doi.org/10.1017/S0048577201393198
• Seligman, M. E. P. (2006). Learned optimism: How to change your mind and your life. New York: Vintage.

Date of Input: 28/08/2025 | Updated: 28/08/2025 | nureedayu