Main Article Content
Governments around the world have stopped all educational institutions to prevent the COVID-19 virus from spreading, directly affecting students, educators, and institutions. Pupils are confused by the rapid change from a real classroom to a virtual environment. The purpose of this study was to investigate students' views of academic stress in modern online education, as well as their emotional intelligence-based coping mechanisms. A total sample of 77 students were selected randomly between the age group of 18-19 (30 males and 47 females) from a private college at Coimbatore. A well-structured Emotional Intelligence Scale, developed by Sharma (2007) – contains 44 items which cover five dimensions Self-awareness, Managing emotions, Motivating oneself, Empathy, and Handling relationship, and student’s academic stress scale by Rajendran and Kaliappan (1990) – comprises of 40 items which covers fie dimensions Personal Adequacy, Fear of Failure, Interpersonal difficulties with teachers, Teacher – Pupil relationship/ Teaching methods and Inadequate study facilities was used to collect the data along with socio – demographic details. Karl Pearson test, t – test was used to analyze the data. The findings of the study revealed that there is no significant relationship between age, parent’s monthly income, hours spent on education by the respondents regarding academic stress and their emotional intelligence. there is no statistically significant difference between gender of the respondents overall academic stress, however, the mean score of all the dimensions of academic stress of female respondents are slightly higher than the mean score of all the dimensions of male students. And, there is no statistically significant difference between gender of the respondents and their overall emotional intelligence, nevertheless the male respondents have possessed higher managing emotion whereas a slightly higher various dimension of emotional intelligence namely Self-awareness, managing emotion, empathy, handling relationship and emotional intelligence except motivating oneself; Female respondents have possessed a slightly higher motivating oneself. There is a statistical significant difference between place of residence of the respondents and academic stress. there is a statistical significant difference between place of residence of the respondents and academic stress however respondents who are residing in rural area have possessed a slightly higher various dimension of emotional intelligence scale namely, managing emotion, empathy, motivating oneself, handling relationship and emotional intelligence whereas respondents who are residing in urban area have possessed a slightly higher Self-awareness.