Navigating the Correlation between Emotional Intelligence and Student's Study Habits: Mediation of Academic Social Networking Sites in Blended Learning Environments

Aim: With technology increasingly integrated into traditional classrooms, blended learning environments now emphasize students' study habits. This study explores the complex interplay among emotional intelligence, the use of academic social networking sites (ASNS), and study habits in these settings.Methodology: Data was collected from students at various public and private universities in Pakistan pursuing bachelor’s and master’s degrees in business administration, computer science, and social sciences. A 27-item self-administered questionnaire was distributed to 720 participants via stratified random sampling, yielding 251 valid responses. The data was analyzed using Structural Equation Modeling – Partial Least Squares (SEM-PLS).Findings: Seven out of nine hypotheses received empirical support. Results reveal that self-regulation, self-motivation, and social skills significantly influence ASNS usage, which in turn mediates the relationship between these traits and study habits. Conversely, self-awareness did not significantly impact ASNS usage nor did ASNS usage mediate its effect on study habits.Implications: These findings offer valuable insights for academic policymakers, highlighting that the strategic use of ASNS can enhance study habits. The study underscores the importance of equipping students with the skills necessary to effectively navigate blended learning environments.