Relationship Between Emotional Intelligence and Health Behaviours among University Students: The Predictive and Moderating Role of Gender

Table 5

Moderated regression analyses.

Independent variable	Wellness			Accident Control			Traffic Risk Taking			Substance Risk Taking
	B	SE	ΔR^2	B	SE	ΔR^2	B	SE	ΔR^2	B	SE	ΔR^2
Step 1: Main effects			.02			.08			.22			.01
Gender	.09	.03		.40	.04		−.32	.02		−.13	.05
Optimism	.05	.27		−.11	.04		−.01	.02		.04	.05
Step 2: Two-way interaction			.10			.08			.01			.05
Gender	.08	.03		.40	.04		−.32	.02		−.13	.05
Optimism	.16	.03		.04	.04		.02	.02		−.10	.05
Gender x Optimism	.59	.05		.75	.07		.15	.04		−.71	.09
Intercept	2.46	.08		2.42	.11		3.29	.06		3.21	.14
Step 1: Main effects			.02			.10			.22			.02
Gender	.14	.03		.43	.10		−.34	.02		−.19	.05
Social Skills	−.05	.03		−.21	.04		.03	.02		.16	.04
Step 2: Two-way interaction			.06			.05			.01			.05
Gender	.15	.03		.45	.04		−.34	.02		−.20	.04
Social Skills	.01	.03		−.14	.04		.05	.02		.08	.04
Gender x Social Skills	.43	.05		.57	.07		.16	.04		−.65	.08
Intercept	2.88	.08		2.92	.11		3.21	.08		2.73	.13
Step 1: Main effects			.02			.10			.22			.02
Gender	.15	.03		.49	.04		−.34	.02		−.24	.05
Appraisal	−.05	.03		−.23	.04		.01	.02		.20	.04
Step 2: Two-way interaction			.01			.01			.02			.00
Gender	.15	.03		.48	.04		−.34	.02		−.24	.05
Appraisal	−.02	.03		−.17	.04		.05	.02		.18	.05
Gender x Appraisal	.18	.05		.27	.07		.19	.04		−.11	.09
Intercept	2.99	.07		3.03	.12		3.19	.06		2.39	.14
Step 1: Main effects			.02			.08			.22			.02
Gender	.10	.03		.40	.04		−.34	.02		−.18	.05
Utilization	.03	.02		−.11	.03		.01	.02		.12	.03
Step 2: Two-way interaction			.13			.14			.00			.16
Gender	.10	.03		.40	.04		−.34	.02		−.18	.04
Utilization	.11	.02		.02	.03		.01	.02		−.04	.03
Gender x Utilization	.50	.04		.75	.05		.01	.02		−.92	.06
Intercept	2.63	.06		2.45	.08		3.35	.05		3.12	.10

Note. B represents the unstandardized regression coefficients for each step in the regression equation. N = 1214. ; .