The Relationship Between Emotional Intelligence, Spiritual and Students Stress Facing Online Learning During the Covid Pandemic

The Covid pandemic has altered the daily routines of humans. Students have been compelled to study from home, utilising an online learning platform. Students were stressed and dissatisfied as a result of the abrupt change in their learning environment. The purpose of this study is to examine the relationship between emotional intelligence, spirituality, and the stress that students experience when participating in online learning during the global pandemic. Relevant articles were chosen from databases such as Scopus, PudMed, ScienceDirect, and Google Scholar. It was decided to look at research published between 2012 and 2021 in order to examine the emotional intelligence, spirituality, and student stress associated with online learning. The finding shows that emotional intelligence and spiritual is significant correlated with students stress. Students' stress levels were predicted by their online learning experiences. A discussion is also held about the implications of the article, specifically about how a counsellor can improve their counselling services so that they can better assist students in dealing with their study stress while using an online learning method.


Introduction
The global response to the COVID-19 pandemic and lockdown has been extraordinary. The lockdown has altered people's daily routines, which includes those of students. Because of the disease's potential danger, the school was forced to close. During the lockdown, online learning was made available to students. Online learning refers to the providing educational experiences made possible through the use of several type of technology (Benson, 2002). For Conrad (2002), Online education is described as the provision of educational opportunities to students who are both unconventional and underrepresented in traditional educational environments. Several modes of study, including web-based learning, CD-ROM learning, as well as audio and videotape learning, are described by Ellis (2004) as being available through the internet. Online learning has emerged as a major research topic in the field of education. Many studies have found a link between student stress and online learning. Stress in the context of a transactional model is define as the interaction between an individual and his or her environment. Lazarus (1966) defines stress as "a situation or feeling that occurs when an individual's personal and social resources are depleted." Lazarus developed a theory of psychological stress that viewed stress as a relationship, or transaction, between an individual and his environment. This definition itself encompasses the traditional notion that stress comes from some external demand that exceeds one's coping resources. Often stress occurs in pathology or some type of environmental change. The term "stress" is frequently used in conjunction with the term "allostasis," which refers to the body's ability to adapt in response to external demands (McEwen & Seeman, 1999). It is the cost of long-term exposure to fluctuating demands and the neuroendocrine responses that are produced when an individual responds to those demands that is known as allostatic burden. In this case, study stress refers to anxiety associated with the student's learning environment. When a student has academic obligations that must be met, such as school assignments and maintaining good grades, this can result in academic stress (Daulay & Mirwan, 2021).

Emotional Intelligence
Emotional intelligence is defined as the ability to cope with, recognise, and express one's own experiences and emotions (Iqbal et al., 2021). In particular, it is concerned with the integration of emotions into actual thinking and knowledge, as well as the effective control of emotional states. Emotional intelligence is comprised of several components, including motivation, self-regulation of emotions, and social skills (Iqdal et al., 2021;Jan & Anwar, 2019). Other factors to consider include knowledge of one's own emotions, assisting oneself in managing emotional reactions, categorising one's own experiences with various emotions, assisting others in understanding and assisting people in channelling their emotions, among other things (Bliss, 2005). According to Bar-on (2014), emotional intelligence mean intelligence that encompasses an individual's power to manage his or her own emotions as well as the emotions of the others, to identify them, and to use that information to impact one's ideas and conduct. Personal and interpersonal connections at school and at home rely on emotional intelligence to function effectively and efficiently (Brackett et al., 2011). The expectation is that people with high emotional quotients will make greater strides and bring about greater joy and satisfaction (Stankovska et al., 2018).

Spiritual
Spirit comes from the Latin word spiritus. It is that active energy that gives life, vigour, enthusiasm, and passion to one's life. Spiritual define as Beyond religious affiliation is a trait that seeks inspiration, reverence, wonder, significance, and purpose, even in individuals who do not believe in God (Murray and Zentner, 1989). As defined by Kathleen Krebs (2001), spiritually refers to a person's relationship with God or other higher powers, as well as their practise, faith, and attitude toward them. Spirituality is the exploration for the value, direction, and wholeness of one's existence. Spiritual has also been defined as the search for meaning, purpose in life and deep experiences related to oneself and others as well as with nature (Bosacki, 2002). Palmer (1983) put forward another definition of spirituality in relation to education. He refers to it as the cultivation of life in, because of the cultivation of the heart and mind. In this process the individual is seen as a whole being, as a subject full of intellect, emotion, and perception; the individual is seen in all his or her circumstances (Glazer, 1999).

Objectives
The goal of this study is to examine the effect of emotional intelligence and spirituality on student stress associated with online learning during the epidemic of covid infection 19. A more in-depth examination of the association between emotional intelligence and spirituality and student stress will be conducted. Following that, this review examined a range of cultural and country research to determine that there might not be a link between emotional intelligence, spirituality, and student stress. In addition, the relationship between online study and students stress will be identified in this review. After completing this study, the reader should be able to identify specific strategies and recommendations that a counsellor can use to assist adolescents with online study stress during this pandemic. The findings were tabulated systematically based on objective research findings. The following are some suggestions for analysing the contest in light of the following question: 1. What is impact of online learning toward students?
The first focus was on the online learning impact on students. What is the effect of online learning on student while in pandemic? 2. What effect does emotional intelligence and spirituality have on student stress associated with online learning during the covid pandemic?
The second issue examines the relationship between emotional intelligence and spirituality in relation to student stress associated with online learning during the epidemic of covid. The findings section will explore the association between emotional intelligence and student stress, as well as the association between spirituality and student stress. 3. What is counsellor should be aware when assisting students in maintaining their emotional intelligence and spiritual?
The final question focuses on how counsellors can assist students. This portion of the study may be more descriptive or less obvious, but the majority of articles will include a recommendation

Methodology
To identify or retrieve high-quality literature related to the issue, a specialised search technique is used. When undertaking basic research, it is advantageous to undertake a systematic review since it minimises author bias. Adapted from Moher et al. (2009) PRISMA technique. This technique is meant to aid reviewers in deciding which journal article or other source of information is most appropriate for the issue at hand. The challenge outlined previously enables reviewers to obtain a better understanding of the information they are seeking in a journal or in the literature.

The Search Strategy
The articles were obtained from the UPM subscriber database. Scopus, ScienceDirect, PubMed, and Google Scholar were chosen as the four databases. The first stage in performing this systematic review is to choose a few essential terms as a starting point. The main term use to search articles is emotional intelligence, spiritual, student stress and covid-19. Second is search on 10 year published journal. During the hunt, the social sciences and psychology were the most popular disciplines of study. The search for literature included only journal articles and academic publications. Only quantitative studies should be included, as this is a quantitative synthesis. A total of 578 articles were discovered using the key terms. The number of papers was reduced to 217 after the publication year was restricted. Table 1 below contains a list of all of the criteria that are inclusive and exclusive. 133 articles were excluded from consideration because they were in a non-relevant subject area. At the conclusion of the search, only 22 articles have been selected for review.

Impact of online learning toward students
The change in the learning method does have an impact on the student to some extent. During the Covid 19 pandemic, some research was conducted to determine the impact of changing the learning method. The findings of Maqableh and Alia (2021) revealed that students were dissatisfied with their online learning experiences. Students' dissatisfaction is caused by a variety of factors, including workload, psychological issues and management issues. Students have stated that they have received more work as a result of using the online learning method. Furthermore, they were experiencing difficulties with their study method, which caused them to become bored, anxious, and frustrated (Maqableh & Alia, 2021). Saha et al (2021) discovered that changing the learning method during the pandemic period caused students to experience a range of psychological distress levels in different ways. The findings reveal that mild psychological distress was the most prevalent, followed by moderate psychological distress. When it comes to student psychological distress, the most common causes are problematic internet use and prolonged screen time. Other factors that contribute to psychological distress include isolation, toxic psychological environments, academic pressure, heavy workloads, and test schedules (Saha et al., 2021). Sundarasen et al (2020) found that remote online teaching is one of the factors that cause stress and anxiety for Malaysia student in the covid 19 pandemic. Following that, Aguilera-Hermida (2020) discovered that students preferred face-to-face learning over online learning. The main reasons why students dislike online learning methods are the distractions from family, the slow internet speed, and the amount of housework required. In addition, students report that the support system was less effective when compared to face-to-face instruction. Furthermore, when using the online learning method, they report feeling demotivated and having negative feelings about it. They were concerned that they would become ill and that this would affect their mental health (Aguilera-Hermida, 2020). In accordance with Lemay et al (2021), students who use the online learning method will experience increased levels of stress, anxiety, and difficulties with concentration. The importance of social challenges in online learning issues with students was recognised. According to the findings of the study, social connections will become a source of stress for online learners. As a result, when educators plan for online learning, they cannot ignore the social and affective dimensions. In the alternative, it means that having a strong social and cognitive presence is essential for success in the online learning environment (Lemay et al., 2021). According to the findings of Fawaz and Samaha (2020), online learning has been shown to increase the levels of depression and anxiety in students. In addition, they discovered that student satisfaction was associated with depression, anxiety, and stress in their study. The overwhelming amount of work expected of students was the primary cause of their increased anxiety and depression. According to their research, students report that online learning has increased the number of emails they receive every day and the number of assignments they have to complete. They experience stress and anxiety as a result of this (Fawas & Samaha, 2020).

Relationship between emotional intelligence and student stress
On the subject of emotional intelligence and student stress, we came across a couple of articles during our review process that we thought were worth mentioning. According to Chandra (2020), emotional intelligence will assist students in maintaining their depressive thoughts and keeping them away from boredom during their online schooling. Students will experience stress and fear of academic failure as a result of the abrupt change in their study environment. The ability to recognise one's own emotions aids students in coping with the negative consequences of the pandemic situation (Chandra, 2020). According to Daulay and Mirwan (2021), online learning has had a negative impact on some students' academic performance. According to their findings, students who used online learning were experiencing moderate to high levels of academic stress. Academic stress and emotional intelligence had a positive relationship, according to the research. Students' academic stress is reduced to a greater extent when their emotional intelligence is higher. The development of emotional intelligence will allow students to have better control over their emotions, which will allow them to not easily lose control of their emotions and be better able to adapt to new environments as they progress through school (Daulay & Mirwan, 2021). The findings are comparable to those of the Stankovska et al (2018) research. According to the findings of the study, emotional intelligence was found to be connected with exam anxiety and academic stress experienced by university students, as well as with academic accomplishment achieved by these individuals in the classroom. Emotional intelligence can assist students in expressing themselves emotionally. One of the ways for reducing stress and anxiety is through emotional expression. Students will benefit from reducing stress and anxiety since they will be less overwhelmed by their emotions (Stankovska et al., 2018). In addition, high emotional intelligence will have lower perceived stress. This is because high emotional intelligence will link with adaptive coping (Enns et al., 2018). The association between emotional intelligence, social anxiety, and stress was also discovered by Cejudo et al (2018) in adolescent respondents. According to research, students' emotional intelligence has an impact on their overall well-being. High levels of emotional intelligence will be connected with elevated levels of well-being. Students will benefit from improved well-being in terms of maintaining their happiness and stress levels. Furthermore, students with high emotional intelligence will be better at understanding people and developing stronger interpersonal relationship abilities (Cejudo et al., 2018). Onen and Ulusoy (2015) also mentioned that high emotional intelligence student will have better study attitude which will help them in maintaining good mental health. Emotional intelligence shows a positive effect on academic performance (Iqbal et al., 2021). The sub-dimension of emotional intelligence such as self-regulation, self-awareness and social skill is the mediator of academic performance. Students' awareness allows them to better understand their emotional states, which allows them to create stronger relationships with others and continue to enhance their academic performance over time (Iqbal et al., 2021). A student's ability to regulate their emotions in tough conditions is associated with improved academic achievement. Self-regulation is an emotional quality that helps students control their emotions and adjust them constructively in demanding situations (Iqbal et al., 2021).

Relationship between spiritual and student stress
During the evaluation process, the reviewer discovered that there is a connection between spirituality and stress. According to Pajarianto et al (2020), religiosity was found to be a favourable predictor of academic stress in students. Students who have a high level of religious belief are able to keep an acceptable level of control over their learning stress, according to research. The results were comparable to those obtained by (Radzi et al., 2014). According to the findings of the study, students who experience little stress and anxiety will have a high level of religious belief. Religious will help people increase their self-control and help them face in difference situation. Another research done in Hong Kong also found that spirituality has effect on student psychological well-being. According to Leung and Pong (2021), student psychological suffering is negatively connected with all aspects of spirituality and religion. Psychological suffering such as stress, worry, and sadness will be more prevalent in people with a low level of spirituality. Early research also indicates that people who have a high level of psychological well-being will have a higher level of spirituality (Kamitsis & Francis, 2013). An individual's psychological well-being will improve if he or she has more exposure to nature and a deeper sense of connection to nature. Spirituality is the process of connecting an individual to themselves and others. It assists individuals in discovering their own selves as well as making it easier for them to manage their problems when they are confronted with difficulties (Negi et al., 2021).

Relationship between emotional intelligence and spiritual
Emotional intelligence and spirituality are intertwined. Gorji et al (2017) assert that increasing a student's emotional intelligence can be accomplished through increasing their spiritual intelligence. The development of spiritual intelligence supports positive social behaviours and the recognition of the rights and emotions of others, among other things. Sogolitappeh et al (2018) support the finding results. In their result found significant relationship between emotional intelligence, spiritual and resilience. High spiritual intelligence may manage others in a variety of ways, as well as build communication and engagement with them on several levels. Similar result with Keshtegar and Jenaabadi (2015) study. Emotional intelligence, spiritual and resilience of student was correlated to each other. Research found that student who have high resilience skills will accompany with good emotional intelligence. Emotional intelligence is the facto that make students away from mental health issues. Students' entrepreneurial ambition is influenced by their emotional intelligence in both direct and indirect ways, according to research. Furthermore, religious sentiments have a direct impact on students' ambition to start their own businesses (Gudnanto, 2021).

Implications of the Study
There are a few suggestions that reviewers have discovered that can assist students in resolving their study stress during the pandemic by utilising online learning techniques. One of the first things they should do is work on their emotional intelligence. Student emotional intelligence cannot be separated from the process of resolving their study stress. Study stress is affected by emotional intelligence, as discussed in the preceding paragraph. Student learn to recognise and control their own emotions through this programme. As a result, when students encounter difficulties in their studies, they will be able to maintain good emotional control and will not be tempted to enter a state of stress or despair. Improve student resilience is also one of the ways to alleviate their study stress during the pandemic, as previously mentioned. The ability of an individual to cope with and adapt to difficult and stressful events is referred to as their level of resilience in this context. Resilience also aids in the prevention of psychological disorders in children and adolescents, as well as the protection of these individuals from the psychological consequences of traumatic events in their lives. Because of this, counsellors must be knowledgeable about students' levels of resilience in order to assist them in avoiding study stress.

Conclusion
As a result of the review process, the objectives have been addressed and resolved. In some cases, there is evidence that online learning has an impact on students' mental health, particularly in the case of students. It was reported that students experienced stress when they used online learning methods. Anxiety, workload, distraction from family obligations and the speed of one's internet connection are all factors that contribute to stress caused by new technology. When comparing the new learning method to the traditional face-to-face learning method, students have expressed dissatisfaction with the new learning method. In addition, the relationship between emotional intelligence, spirituality, and study stress has been explored in greater depth as well. There is a link between emotional intelligence and the stress associated with studying. Students' emotional intelligence will assist them in maintaining their emotions, which will assist them in dealing with stress. The use of spirituality can assist students in establishing a connection with their surroundings. When they are confronted with difficulties, the connection will assist them in coping with their stress. As a result, increased emotional intelligence and spirituality will assist students in developing more effective stress coping skills. In addition, the implications of this study for counsellors were discussed in detail in this paper as well.