Investigation of authority and emotional competence levels as the prospective of life satisfaction of university students

The aim of this study was to investigate the autonomy and emotional competence levels of university students as predictors of life satisfaction. The universe of the study was composed of university students. The sample of the study was formed by appropriate sampling method and a total of 500 students, 347 female and 153 male, participated in the study. Three main problems were identified in the research. Correlational and comparative relational screening model, which is one of the relational screening models, was used in accordance with the main purpose and problems of the study. In order to realize the aim of the study, data on the levels of life satisfaction, autonomy and emotional competence of university students were collected. Life Satisfaction Scale (GDS) was used to measure life satisfaction levels of the students. For determining emotional competence levels used the Emotional Self-Efficacy Scale (DSQ). For the measurement of autonomy levels used the Autonomous Self-Management Scale (ADQI). Data on gender, family attitudes and socio-economic status were obtained by the Demographic Information Form prepared by the researcher. Data collected from the students were analyzed by independent samples t test, Kruskal Wallis H test, Pearson Multiplication Correlation Coefficient and Multiple Linear Regression techniques. As a result of analysis; life satisfaction scores did not differ according to gender and socio-economic level. Life satisfaction scores differed according to family attitude. Life satisfaction scores of students who grew up in overly tolerant and democratic family attitudes were found to be higher than those whose families showed uninterested, inconsistent and authoritarian attitudes. A moderate positive correlation was found between autonomy, emotional competence and life satisfaction. In addition, autonomy and emotional competence predict life satisfaction. As a result, life satisfaction level of university students is significantly affected by autonomy and emotional competence levels.