Emotional Intelligence and College-Aged Couples’ Relationship Satisfaction

This study examined the relationship between emotional intelligence (EI) and romantic relationship satisfaction (RAS) among college-aged individuals. Drawing on established models of EI and prior research linking EI to interpersonal functioning, the study tested three hypotheses: (1) higher EI would be positively associated with greater relationship satisfaction, (2) individuals in female same-sex relationships would report higher satisfaction than those in heterosexual relationships, and (3) EI would mediate the relationship between relationship length and satisfaction. A sample of 72 undergraduate students in romantic relationships completed validated measures of emotional understanding, emotion management, regulation difficulties, and relationship satisfaction. Contrary to expectations, no significant correlation was found between overall EI and relationship satisfaction, nor were there significant gender differences in EI. The mediation model involving relationship length, EI, and satisfaction was not supported. Exploratory analyses revealed that individuals in mid-length relationships (5–10 months) exhibited higher EI, while those in longer relationships (11+ months) reported greater satisfaction, suggesting a non-linear, stage-specific relationship between EI and satisfaction. These findings highlight the complexity of emotional intelligence's role in emerging adult relationships and underscore the need for longitudinal and dyadic research designs to better understand developmental and contextual influences. Implications for future research and interventions targeting emotional skill-building during critical relationship stages are discussed.