Abstract

This study primarily examined the effect of the emotional experience and express on stress at school. Using a high-school student sample, the study investigated the moderation effect of positive emotional express on the extent to which negative emotional experience increases stress at work. Examining these relationships renders the exploration of theories regarding the discrepancy between experienced emotion and expressed emotion. This study also investigated the moderation effect of emotional intelligence. The results of the study confirmed the hypothesized relationships; Students with higher emotional intelligence perceived less stress from negative emotional experience comparing to students with low emotional intelligence, while students who expressed low level of positive emotion perceived more stress from negative emotional experience. Based on the findings, implications and directions for future research were provided.