Relating emotional intelligence to academic achievement among some university students in Barbados (original) (raw)
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PsycEXTRA Dataset, 2000
This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.
Relating emotional intelligence to academic achievement among university students in Barbados
2012
This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)'s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.
International Journal of Higher Education, 2012
This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations among academic achievement, emotional intelligence components and gender. Additionally, using the stepwise multiple regression analysis, it was found that emotional intelligence contributed 40% (Rsq= 0.396) to the variance in academic achievement while simple regression analysis revealed that gender also contributed 5% (Rsq =0.048) to academic achievement and these results were significant indicating that both emotional intelligence and gender predicted academic achievement but emotional intelligence was a better predictor of academic achievement than gender. The Independent t-test analysis also revealed gender disparity in academic achievement and attending to emotions in favour of girls. These findings were discussed in the paper.
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...
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.
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
New Media and Mass Communication , 2019
Emotional Intelligence (EI) has been a popular topic of debate in the field of education in general and Psychology in particular. It is considered as a successful predictor of academic achievement. The purpose of this study is to examine the relationship between emotional intelligence and academic achievement among undergraduate students at Madda Walabu University. In order to assess the relationship between emotional intelligence and academic achievement cross sectional research design was employed. Assessing Emotions Scale developed by Schutte et al., (2009) was used to measure the magnitude of emotional intelligence among students. Students' academic achievement was measured by cumulative grade point average collected from the registrar of the University. The collected data was analyzed quantitatively by using frequency, percentage, mean scores, Pearson correlation, and t-test. In general, the result indicated positive significant relationship between emotional intelligence and academic achievement, low emotional intelligence among students and significant difference between male and female students on their emotional intelligence. To improve emotional intelligence of student's teaching emotional and social skills is very important at University
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 ...
Influence of Emotional Intelligence on Students’ Academic Achievements
International Journal of Humanities and Social Science Research, 2016
Emotional aspects are very important in influencing the excellence of a student. Many past studies have proven that emotional intelligence affect academic achievement. Therefore, this study is aimed to identify students' emotional intelligence level and to what extent emotional intelligence influences students' academic achievement. A total of 406 people form 5 students from nine schools in Limbang District, Sarawak were involved in this study. Malaysia Intelligence Emotional Inventory - Teens (IKEM-R) was used to assess the level of students' emotional intelligence. A total of 49 items from this instrument was used to measure emotional intelligence of the respondents. Exploratory factor analysis and KMO value for pilot study is. 607, The result of the study show that all the emotional intelligence dimensions are at high level. Further, the results revealed that there is no significant influence of all the dimensions on academic achievement. Five research hypotheses were...
isara solutions, 2021
supported that performance and results of the students depends on how well they are able to manage emotions and mind. So the study is mainly concerned with analysis of the Emotional Intelligence of students and its relation with academic performance. The objective of the study is to find the level of Emotional Intelligence of the students; to find the difference in EI levels of students with respect to their demographic like: gender, age and residential area and relation of Emotional Intelligence (EI) of students with their academic achievement. Data of 100 students from MDU, rohtak was collected randomly using EI tool developed by Prof. Roquiya Zainuddin and Dr. Anjum Ahmed and then analyzed using t-test, ANOVA and Karl pearson's correlation. In analysis, a negative and insignificant relationship is found between EI and Academic achievements. Majority of the students are having average level of EI and EI has no significant relation with age, Gender or residential area.