Mediating and moderating role of emotional intelligence between mobile phone use and affective commitment among undergraduate students in academic institutes

Abstract

With the widespread adoption of mobile phone use (PMU) among undergraduate (UG) students in Kathmandu’s academic institutions, this research aims to investigate how emotional intelligence (EI) functions as both a mediator and a moderator in the MPU-Affective Commitment (AC) relationship among undergraduate students in selected academic institutions in Kathmandu. A quantitative cross-sectional survey questionnaire, comprising 30 statements, was completed by 423 undergraduate (UG) students from selected academic institutions in Kathmandu. Responses were recorded on a 5-point Likert-type scale. The relationships were examined using partial least squares structural equation modeling. The study revealed relationships between MPU, EI, and AC. EI exhibited both mediating and moderating effects on the relationship between MPU and AC. However, the mediation observed is partial. Additionally, EI played a moderating role, influencing the strength and direction of the MPU-AC relationship. Based on these findings, it is evident that emotional intelligence (EI) plays a multifaceted role in the relationship between mobile phone use (MPU) and affective commitment (AC) in academic pursuits. EI serves as both a mediator and a moderator, highlighting the complexity of these interactions. These insights hold significant implications for educational institutions seeking to leverage the positive aspects of mobile technology while nurturing EI to enhance students’ AC. This insight can inform educators and policymakers on strategies to optimize the positive effects of mobile technology on student commitment while addressing potential challenges.