Emotional intelligence and academic success: examining the transition from high school to university (original) (raw)
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Academic achievement in high school: does emotional intelligence matter
The relationship between emotional intelligence and academic achievement in high school was examined. Students (N ¼ 667) attending a high school in Huntsville, Alabama completed the Emotional Quotient Inventory (EQ-i:YV). At the end of the academic year the EQ-i:YV data was matched with studentsÕ academic records for the year. When EQ-i:YV variables were compared in groups who had achieved very different levels of academic success (highly successful students, moderately successful, and less successful based on grade-point-average for the year), academic success was strongly associated with several dimensions of emotional intelligence. Results are discussed in the context of the importance of emotional and social competency on academic achievement.
An Examination of the Relationship Between Emotional Intelligence and Academic Achievement
Canyon Journal of Interdisciplinary Studies (CJIS), 2019
Emotional Intelligence (EI) encompasses self-perceptions that include lower-level personality characteristics (Cooper & Petrides, 2010). Awareness of self-perceptions could arguably afford individuals more control over how they think and feel or regulate emotions, which in turn could result in improved Academic Achievement (AA). The first step in examining this relationship was to establish that EI and AA are related. For this study, an examination was conducted exploring whether a correlation existed between EI and AA, in 253 undergraduate students enrolled in an introductory Psychology course at a private Christian university in the Southwestern United States. Findings include a significant, but low positive correlation between EI and AA in individuals who could recognize and regulate their emotions (r = .22, p = <.001), EI and GPA (r = .19, p = .002), as well as EI and self-reported end of course grade (r =.19, p =.002). The identified links between these variables have strong implications for educational efforts that may strengthen the foundation and opportunity for EI awareness in an academic setting.
Impact Of Emotional Intelligence On Academic Performance Of University Students: Empirical Evidence
Journal of Mountain Research
In the recent decade, Emotional Intelligence (EI) has evolved as a subject matter of study in academia and management in particular. It is widely regarded as an accurate determinant of scholastic accomplishments. EI has proven record of being a predictor of success in schools and colleges/universities. There is ample evidence in literature that, emotional intelligence accurately influences work success and management ability. Depending upon these considerations, this research paper seeks to determine the influence of emotional intelligence on scholastic success of university learners. Since the involvement of emotional intelligence (EI) in educational prowess needs more investigation, the objective of this research is to see if there is any link encompassing all four dimensions of EI (wellbeing, sociability, self control and emotionality) and academic performance among university students. In this study, 107 participants were randomly chosen from among students enrolled in a variety...
Emotional intelligence and academic achievement in higher education
Journal of Applied Research in Higher Education, 2020
Purpose-This study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait. Design/methodology/approach-The data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students. Findings-The results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait. Research limitations/implications-The study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures. Practical implications-There are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M 5 5.56) were higher than the EI mean score for female students (M 5 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men. Social implications-In addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions Emotional intelligence in higher education The current issue and full text archive of this journal is available on Emerald Insight at: https
The Relationship Between Emotional Intelligence and Academic Success
2011
Emotional intelligence is defined as a construct involving the ability of an individual to monitor their own and others' emotions, to discriminate among the positive and negative effects of emotion, and to use emotional information to guide their thinking and actions. This study was carried out to find the relationship between emotional intelligence (EI) and academic success and the association between emotional intelligence and major of study. The scores obtained on EQ-i and the GPA of 187 students of physical education, chemistry, mathematics, English and medicine were correlated. Results show a coefficient of correlation of 0.161 which is significant at 0.05 level of significance. This indicates no significant relationship between EI and academic success. The result of a correlational analysis between assertiveness and academic success shows an r = 0.318 at 0.03 level of significance that is not a statistically significant association. The F value of 1.461 at the level of sig...
The nexus between emotional intelligence and academic performance
Knowledge and Performance Management
This paper attempts to understand how emotional intelligence (EI) can affect students’ academic performance by investigating the relationship between EI and student performance. A structured questionnaire comprising 25 questions was developed on a five-point Likert scale employing the five components of EI stated by Daniel Goleman. The five elements are self-analysis, self-control, self-motivation, empathy, and social skills. 350 MBA students from premier institutes in Warangal, India, were taken as a sample through a convenience sampling technique. Correlation analysis was performed amongst students’ EI and their cumulative grade point average (CGPA). The coefficient value obtained showed a minimal linear relationship between EI and student performance. For further analysis, students were segregated gender-wise, male and female, and then a correlation was performed. In the case of female students, a negative relationship is exhibited between EI and performance. In contrast, in the ...
Trait emotional intelligence and its links to university performance: An examination
This study aimed at investigating the relationships between academic performance (AP) and cognitive ability, personality traits, and trait emotional intelligence (trait EI or trait emotional self-efficacy) in a sample of 323 (113 female) university students in Cyprus. The study also explored differences across university majors (i.e., computer sciences, business and management, electrical engineering, tourism and marketing, law and accounting, and psychology) in trait EI profiles. Trait EI predicted AP over and above cognitive ability and established personality traits. In addition, there were differences across university majors in trait EI scores; psychology students scored higher on trait EI than computer science, electrical engineering, and business and management students. Implications for studying trait EI in the context of higher education are discussed.
Impact of Emotional Intelligence on Academic Achievement of Undergraduate Students
2018
In the current competitive environment where students are expected to perform multi roles with efficiency and effectiveness, it is highly needed to develop their right attitude and emotional intelligence towards the unseen complexities of life and quality education. As emotional intelligence is a subset of social intelligence with the ability to understand and monitor one’s own feelings and others too which allows a student to mine the required data for his academic achievement which is an outcome of education and the extent at which the educational goal has been achieved. The aim of the present research paper is to find out the relationship between emotional intelligence and academic achievement among undergraduate students. Keeping the aim of the study , correlation has been calculated between emotional intelligence and academic achievement among all students and among female and male students separately . For hypothesis testing P-value is also obtained .Present research paper ind...
Does emotional intelligence assist in the prediction of academic success?
Educational and Psychological Measurement, 2003
Some authors have claimed that emotional intelligence predicts success at work, at school, and in relationships, as well as or better than IQ. Little research exists to support or refute this claim at present. In this study, the ability of emotional intelligence to predict academic achievement was examined in a sample of undergraduate psychology students, using year-end grades as the criterion. The predictive validity of emotional intelligence was compared with the predictive validity of traditional cognitive abilities and the Big Five dimensions of personality. In addition, the incremental predictive validity of each of these three domains was assessed. In this setting, only some measures of Emotional Intelligence predicted academic success, and none of these measures showed incremental predictive validity for academic success over and above cognitive and personality variables. It may be that the overlap between many emotional intelligence measures and traditional measures of intelligence and personality limits their incremental predictive validity in this context.
PLoS ONE, 2019
The study investigated the association between emotional intelligence and academic success among undergraduates of Kohat University of Science & Technology (KUST), Pakistan. A sample of 186 students who were enrolled during the semester Fall 2015 to Spring 2018 was selected through a random sampling technique. A cross-sectional, descriptive and correlational research methods were employed in this study. A standardized tool “Emotional Intelligence Scale” was employed for the collection of information from the undergraduates. Cumulative Grade Point Average (CGPA) of the students was considered as academic success. Data were collected through personal visits. Statistical tools i.e., simple percentage, mean, standard deviation, ANOVA, Pearson’s product-moment correlation and multiple linear regression were employed to reach the desired research outcomes. The findings revealed that there was a strong positive relationship (r = 0.880) between emotional intelligence and academic success am...