Abstract
The present study explored the moderating role of agreeableness and conscientiousness on Emotional Intelligence and Cognitive Styles of university students. Object-Spatial Imagery and Verbal Questionnaire (OSIVQ; Blazhenkova & Kozhevnikov, 2009), Self-Report Measure of Emotional Intelligence (SRMEI; Khan & Kamal, 2008), and Ten Item Personality Inventory (TIPI; Gosling, Rentfrow, & Swann, 2003), were used for data collection on 3500 university students. Results revealed that Conscientiousness act as significant positive moderators, while Agreeableness acts as a significant negative moderator for the relationship of Emotional Intelligence and Cognitive Styles.