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Self-Emotional Management Among Undergraduate Students
Abstract
This research paper explored significant differences in self-emotional management among undergraduates across academic programs. The study revealed distinct variations in self-emotional management levels among students enrolled in B.Com., B.Sc., BBA, and BCA programs, with B.Sc. students displaying heightened levels. These findings aligned with prior research, indicating science students' superior emotional management abilities. The investigation found semester progression did not significantly impact self-emotional management scores, suggesting consistent emotional regulation across academic stages. Additionally, the absence of a substantial interaction effect between program and semester underscored semester's universal influence on emotional management across programs.
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