Personality traits and social intelligence roles in self-regulation ability of university students

Abstract

This study investigated the contributory roles of personality traits and social intelligence in the self-regulation abilities among sampled 466 university students. Using a standardized instrument, data was collected from 466 participants and analysed with Structural Equation Modeling. The findings revealed that the self-regulation abilities of university students were moderately low. Agreeableness (β = .367, t = 8.299; p < 0.05), neuroticism (β = .350, t = 9.737; p < 0.05), openness (β = .235, t = 6.221; p < 0.05), and extraversion (β = .130, t = 2.854; p < 0.05) significantly predicted self-regulation, with agreeableness having the strongest influence. Conscientiousness, however, had a negative impact, while social intelligence showed little effect. The findings suggest that developing social intelligence is crucial to improving self-regulation abilities, complementing the positive influence of personality traits like agreeableness, openness, and extraversion. Therefore, enhancing social intelligence among university students is essential for promoting effective self-regulation.