Emotional Intelligence and Psychological Distress Among University Students in Digital Knowledge Environments: The Mediating Role of Information Utilisation Self-efficacy and the Moderating Role of Information Support Systems

Abstract

This study aims to explore the impact of emotional intelligence (EI) on psychological distress (PD) among university students in the context of digital knowledge environments in China. In particular, information utilisation self-efficacy is investigated as a mediating variable and the use of information support systems as a moderating variable. Information utilisation self-efficacy refers to students’ confidence in their ability to identify, search, evaluate, manage, and apply information within digital and institutional knowledge environments and information support systems are defined as the availability and quality of information resources, digital platforms and knowledge-sharing systems that allow access to relevant information. The study used data from a questionnaire survey of 376 university students in China to test the proposed relationships by using structural equation modelling (SEM) in SmartPLS software. The results indicate that EI directly and indirectly decreases psychological distress through information utilisation self-efficacy. Furthermore, information support systems significantly strengthen the protective effect of emotional intelligence against psychological distress by facilitating access to relevant, reliable, and supportive information resources. The study extends information behaviour theory into the domain of student psychological well-being within digital knowledge environments. The findings highlight the importance of informationrelated competencies and digital knowledge systems in shaping students’ adaptive behavioural and psychological outcomes in higher education.