This study examined the effect of emotional intelligence on graduate students' academic engagement in Ogun State, Nigeria. This study also explored the moderating role of digital learning support in the relationship between emotional intelligence and academic engagement.
A descriptive design was used, with purposive and convenient sampling methods were adopted to select the respondents. A total of 341 graduate students were drawn from different schools of postgraduate studies at selected universities in Nigeria. SmartPLS (3.0) was used to explore the relationships between the variables.
The results revealed that emotional intelligence dimensions significantly influence graduate students' academic engagement. In addition, digital learning support positively moderated the relationship between emotional intelligence and students' academic engagement. Further, to the empirical evidence from the findings, the study concludes that digital learning support moderates the relationship between emotional intelligence and students' academic engagement.
It is impossible to extrapolate the findings from the research to other industries in Nigeria. Practical Implication: It is recommended that the leadership of graduate schools pay attention to a digital learning support system that enhances emotional intelligence and will stimulate productive research activities, practical engagement and academic excellence.
This study contributes significantly by filling a research lacuna in strategic human resource management (HRM), personnel psychology and organisational behaviour literature within the context of private universities in Nigeria. This study advances the literature by demonstrating how digital learning support moderates the relationship between emotional intelligence and graduate students' academic engagement.
