Delport, MarthinusKaars, Burneline2024-06-132024-06-132023http://hdl.handle.net/11660/12578Dissertation (M.Com.(Industrial Psychology))--University of the Free State, 2023This study examines how Emotional Intelligence and Psychological Capital impact Job Embeddedness among employees in Higher Education Institutions (HEIs). The primary aim was to identify potential links between Emotional Intelligence and Psychological Capital, understanding their critical roles in fostering Job Embeddedness. A quantitative survey was conducted involving 229 employees, encompassing various genders and age groups currently working in a Higher Education institution. The sample included academic and support staff and was selected using a non-probability convenience sampling method. The study revealed a strong and positive correlation between Emotional Intelligence and Psychological Capital, in line with initial hypotheses. However, the expected direct connection between Emotional Intelligence and Job Embeddedness was not evident. Further analysis revealed an indirect relationship, indicating that Psychological Capital mediates the connection between Emotional Intelligence and Job Embeddedness. Additionally, the research highlighted notable differences in Job Embeddedness among different age groups, with older employees demonstrating significantly higher embeddedness levels compared to their younger counterparts. In conclusion, this research emphasises the interplay between Emotional Intelligence and Psychological Capital in driving Job Embeddedness among Higher Education employees. It also underscores the age-related variations, emphasising the heightened levels of embeddedness observed among older employees.enEmotional intelligencepsychological capitaljob embeddednessHigher Education InstitutionAge differencesDissertationUniversity of the Free State