Quality of Life as a Mediator between Emotional Intelligence and Suicidal Ideation among Chinese College Students: A Structural Equation Modeling Study

Objectives: The population of Chinese college students has been steadily increasing in recent years, accompanied by a growing number of students experiencing suicidal ideation. This study aimed to examine the levels of emotional intelligence, quality of life, and suicidal ideation among Chinese college students. Furthermore, it investigated the interrelationships among these variables, with a particular focus on how quality of life influences suicidal ideation. Methods: A convenience sampling approach was employed to collect data from 150 college students in Hebei Province, China, resulting in 148 valid responses. The survey included standardized measures of emotional intelligence, quality of life, and suicidal ideation. Data analysis involved descriptive statistics, correlation analysis, partial least squares structural equation modeling (PLS-SEM), and bootstrap testing. Results: The mean score for suicidal ideation among participants was 24.68 (SD = 19.12), indicating a relatively elevated level. The average quality of life score was 71.30 (SD = 19.66), while the mean emotional intelligence score was 113.29 (SD = 29.45). Emotional intelligence was found to be significantly correlated with both quality of life and suicidal ideation. Specifically, emotional intelligence was negatively associated with suicidal ideation and positively associated with quality of life. In turn, quality of life was negatively associated with suicidal ideation and partially mediated the relationship between emotional intelligence and suicidal ideation. Conclusions: Quality of life serves as a significant mediator in the relationship between emotional intelligence and suicidal ideation. Enhancing students’ quality of life—particularly within the campus environment—may help mitigate suicidal ideation. These findings highlight the importance for educational institutions and policymakers to consider students’ quality of life in the development of mental health interventions and support services.