Perceived Emotional Neglect, Social Emotional Competence, and Psychological Distress in University Students

Abstract

The present study investigated the relationship among perceived emotional neglect, social-emotional competence, and psychological distress among university students in Pakistan. It also examined the mediating role of social-emotional competence in the association between perceived emotional neglect and psychological distress, along with gender-based differences. A quantitative cross-sectional research design was employed. The sample comprised 300 students selected through convenience sampling from public and private universities in Punjab and Sindh, Pakistan. Data were collected using the Emotional Neglect Scale, Social-Emotional Competence Scale, and Kessler Psychological Distress Scale. Pearson correlation analysis indicated a significant positive relationship between perceived emotional neglect and psychological distress, whereas significant negative relationships were found between perceived emotional neglect and social-emotional competence and between social-emotional competence and psychological distress. Regression analyses showed that perceived emotional neglect positively predicted psychological distress, while social-emotional competence negatively predicted it. Mediation analysis revealed partial mediation through social-emotional competence. No significant gender differences emerged. Findings highlight the importance of strengthening social-emotional competencies and mental health support services in Pakistani universities.