The field of psychology depicts that academic achievement has long been the subject of substantial investigation. Emotional intelligence has gained greater attention as a crucial factor significantly impacting undergraduate students’ academic success in the past few years. This research explores the intricate relationship between the two to determine the extent of the mutual influence between intellectual accomplishment and emotional intelligence among undergraduates.
Emotional intelligence has drawn attention due to its possible effects on educational achievements. It is commonly characterized as the capacity to identify, comprehend, regulate, and use one’s emotions and perceive and react to those of others (Raver, 2002). The study intends to show how mental agility corresponds with academic achievement to provide insights into creating methods and interventions to improve undergraduates’ educational experiences.
The goal of improving students’ educational experiences and results is the driving force behind this research. Comprehending the correlation between emotional intelligence and academic achievement may aid educational establishments in devising tactics to assist learners during their academic pursuits. To further explore this significant association, this study also takes inspiration from earlier studies and industry findings, which are included in the annotated bibliography. The ultimate goal is to advance psychology by illuminating the intricate relationship between academic achievement and emotions.
Research Question
Do undergraduate students’ academic achievement and increased emotional intelligence levels correlate favorably?
Independent Variable
Emotional intelligence is the study’s independent variable. The ability to recognize, understand, control, and make good use of emotions is known as emotional intelligence (Pool & Qualter, 2018). The Schutte Self Report Emotional Intelligence Test (SSEIT) and other recognized tests will be used to measure it.
Dependent Variable
The dependent variable, academic success, will be assessed using objective metrics like test scores, grade point averages (GPAs), and course completion rates. The degree to which students’ academic success is influenced by their emotional intelligence will be ascertained by these quantitative markers.
Hypothesis
It is predicted that pupils with higher emotional intelligence will perform better academically. This implies that academic performance and emotional intelligence are positively correlated.
Literature Review
Introduction
Researchers are investigating the complicated connection between psychological factors and academic accomplishment as education progresses. One common issue is the impact of emotional intelligence on academic accomplishment. Four peer-reviewed journal are used in this research to suggest that emotionally intelligent children do better academically.
Meher et al. (2021) investigated the emotional intelligence and academic success of four-year integrated B.Ed. Students. The Emotional Intelligence Scaler was used in a descriptive survey to examine the correlation. Academic achievement was shown to be connected to emotional intelligence. Six percent of students demonstrated high levels of emotional intelligence while excelling academically. According to the study, high emotional intelligence aids kids in receiving and comprehending intellectual content.
Saksena (2018) investigates the impact of emotional intelligence on undergraduate academic achievement. The study puts emphasis to the need to develop the right mentality and emotional intelligence to traverse life and get a good education. In female students, there is a positive connection between academic performance and emotional intelligence. According to the study, emotional intelligence improves mood management, self-awareness, self-motivation, and empathy, improving academic success.
Saud (2019) investigates the emotional intelligence and academic performance of Saudi EFL undergraduates. Using the Schutte Self Report Emotional Intelligence Test (SSEIT), Saud discovered that kids with high emotional intelligence performed better in English. Subscales of emotional intelligence, such as “Utilization of Emotion” and “Management of Others Emotion,” significantly predicted academic success. The study underlines the importance of emotional intelligence in language learning and academic achievement.
Quilez-Robres et al. (2023) synthesized 27 research with 13,909 individuals in a comprehensive review and meta-analysis. The study examined how age, gender, and location affected the relationship between academic achievement and emotional intelligence. A rather large effect size shows that emotional intelligence predicts academic performance. The study emphasizes the potential for emotional intelligence education to boost academic and personal development.
Methodology
The study included a variety of methodologies, but it aided in explaining the link between emotional intelligence and academic achievement. Meher et al.’s (2021) survey and comparative cum correlational techniques comprehensively assessed the emotional intelligence of B.Ed. Students. Quilez-Robres et al. (2023) conducted a thorough systematic review and meta-analysis to synthesize data. Saksena (2018) studied Saudi EFL students’ emotional intelligence and academic accomplishment using correlation analysis, while Saud (2019) employed the SSEIT questionnaire and academic results.
Conclusion
Four peer-reviewed publications show that emotional intelligence and academic success have a strong beneficial relationship. Using multiple student cohorts and approaches, research shows that those with greater degrees of emotional intelligence do better academically. Data from Saudi EFL students and B.Ed. teachers show a complicated link between emotional intelligence and academic success.
The incorporation of research from several approaches strengthens the results. Meher et al. (2021) used a descriptive survey to assess B.Ed. students’ emotional intelligence, while Saksena (2018) used correlation analysis to determine the association between emotional intelligence and academic accomplishment. Saud (2019) improved the study’s reliability by including the standardized SSEIT questionnaire. Quilez-Robres et al.’s meta-analysis of various research (2023) broadened the extent of the positive connection theme.
In this wide-ranging collage, we propose that “Higher scores on established measures of emotional intelligence will exhibit a positive correlation with academic success, measured through objective metrics such as test scores, grade point averages (GPAs), and course completion rates.” Emotional intelligence, as evaluated by the Schutte Self-Report Emotional Intelligence Test, is used with extreme care in this hypothesis. Academic success is measured using objective measures such as courses completed, GPAs, and test results. This operationalization allows for accurate and measurable examinations of emotional intelligence and academic success.
By offering substantial evidence and a compelling hypothesis, this review adds to the scientific discussion of the link between emotional intelligence and academic accomplishment. Given this association, which policymakers, educators, and researchers are presented with, the suggested hypothesis motivates academics to study the transformational potential of emotional intelligence in education by offering a clear framework for future empirical investigations.
References
Meher, V., Baral, R., & Bankira, S. (2021). An analysis of emotional intelligence and academic performance of four-year integrated b. ed. trainees. Shanlax International Journal of Education, 9(2), 108-116.
Pool, L. D., & Qualter, P. (Eds.). (2018). An introduction to emotional intelligence. John Wiley & Sons.
Quílez-Robres, A., Usán, P., Lozano-Blasco, R., & Salavera, C. (2023). Emotional intelligence and academic performance: a systematic review and meta-analysis. Thinking Skills and Creativity, 101355.
Raver, C. C. (2002). Emotions Matter: Making the case for the role of young children’s emotional development for early school readiness. social policy report. 16, 3. Society for Research in Child Development. https://doi.org/10.1002/j.2379-3988.2002.tb00041.x
Saksena, M. (2018). Impact of emotional intelligence on academic achievement of undergraduate students. Journal of Emerging Technologies and Innovative Research (JETIR), 5(10), 216–223. https://www.jetir.org/papers/JETIRF006034.pdf
Saud, W. I. (2019). Emotional intelligence and its relationship to academic performance among saudi efl undergraduates. International Journal of Higher Education, 8(6), 222–230. https://doi.org/10.5430/ijhe.v8n6p222
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