Introduction
Emotional intelligence (EI) has been a topic of conversation in the education community for a while now. In every educator’s effort to produce well-rounded, successful learners, the Emotional Quotient is right up there with the Intelligence Quotient. The ability to recognise, utilise, comprehend, and effectively manage emotions is known as emotional intelligence. This skill enables learners to empathise with both themselves and other people and handle challenging circumstances without becoming overwhelmed. It has an impact on relationships and even how well learners manage stress. Research indicates that emotional intelligence and conscientious attitude are almost as significant as cognitive intelligence when it comes to academic performance. This is due to the fact that emotionally aware students are more capable of handling uncomfortable feelings that could disrupt learning. This paper presents a very detailed analysis of the role of EI in learning and its resulting impact on achievement. With information from six scholarly publications, the review explores the objectives of studies on EI and academic performance, study design, outcomes, discussion/ conclusion and limitations.
Purpose
This discussion on the connection between EI and academic performance is very critical because its impact can be transformative for both the educational processes and personal growth. This assertion is supported by the conclusions and reasons developed by Quílez-Robres et al. (2023) as well as Sánchez-Álvarez et al. (2020). According to Quílez-Robres et al. (2023), EI is not only a desirable characteristic but also an efficient predictive value with moderate–high effect size significance regarding academic achievement equivalence (r = 0.390). Thus, this implies that individuals with a high level of emotional intelligence tend to perform very well in class. The large effect size makes it evident that the school’s learning outcomes can be improved by including interventions related to emotional intelligence in the institution.
Sánchez-Álvarez et al. (2020) support this argument by highlighting the importance of study as to what function EI plays in secondary education. Practically speaking, this understanding reaches teachers who can use the information from EI research to build their teaching practices and student-facilitating strategies. The recognition of the specific function that emotional intelligence takes in secondary education makes it possible to develop targeted interventions designed to address the issues faced by students at this particular stage. The basic elements of emotional intelligence – self-awareness, self-regulation, and motivation find their interrelations with the attention-, management-, and also control processes (Quílez-Robres et al., 2023). This interdependence means that the emergence of emotional intelligence has a chain reaction in other functions which are necessary for efficient learning. As seen in the ever-changing and multifaceted educational environment, diversity and understanding how emotional intelligence impacts academic performance becomes essential.
In addition, the identification of emotional intelligence as a precursor to academic achievement defies the conventional beliefs that focus their lenses solely on cognitive capabilities. Although cognitive processes are unquestionably very important, the consideration of emotional intelligence as a highly influential one expands the range of various factors determining academic effectiveness (Sánchez-Álvarez et al., 2020). This paradigm shift has significant ramifications for the education practitioners who are urging to seek holistic approaches towards student development.
Research Methods: How is the topic studied?
The investigation into the correlation between emotional intelligence (EI) and academic performance has been conducted using various complex study techniques, which have resulted in a detailed understanding due to numerous research. They all used quantitative, qualitative, and mixed approaches, reflecting the complex nature of the subject matter.
Quílez-Robres et al. (2023) performed a meta-analysis, which is a quantitative research method where 13,909 participants were cumulatively reviewed after systematically reviewing 27 articles. Meta-analysis was a very effective method that allowed for the integration of numerous studies, resulting in a complete review of the literature. Having a large sample size helped in generalizing the findings, giving insights into the overall relationship between emotional intelligence and academic performance.
Sánchez-Álvarez et al. (2020) used a quantitative meta-analysis approach, summarizing the information from 44 articles with an overall total of respondents being 19,861 participants. This particular methodological decision enabled the combining of effect sizes across different studies, providing a quantitative evaluation of the strength and direction associated with the emotional intelligence – academic performance link. The large sample size also increased the statistical statistics’ power and supported the reliability of conclusions.
MacCann et al. (2020) also used a meta-analysis approach, applying quantitative analysis to 42,529 samples. The wide data synthesis in the meta-analysis gave a strong basis for general decisions, allowing them to determine patterns and trends at various study levels. This rigorous methodological quantitative nature added a lot of credibility to the outcomes and also increased the external validity of the findings.
However, Saud (2019) used a much narrower approach through the application of the Schutte Self Report Emotional Intelligence Test (SSEIT) and also an English proficiency test. This quantitative approach enabled a systematic investigation of the emotional intelligence in the Saudi EFL undergraduates’ situation. The use of standardized instruments contributed to the reliability and validity of the data because it provided information about the emotional intelligence level of a target population.
Tyagi and Gautam (2017) conducted a quantitative study that investigated how emotional intelligence influenced students’ academic success at Career Point University. This method involved the statistical analysis of quantitative data, which provided numerical evidence for the correlation between emotional intelligence and academic performance. Applied quantitatively, the analysis allowed for a quantitative interpretation of these associations.
Halimi et al. (2021) used the WLEIS to study 480 Kuwaiti college students’ emotional intelligence levels in their research. This self-report quantitative tool assessed the emotional intelligence based on the participants’ responses regarding their level of EI. Standard measures provided a quantitative dimension to the study, as well as a metric for emotional intelligence that was very consistent with WLEIS’ theoretical framework.
The multitude of research methods used represent the complexity and also the interdisciplinary nature of the subject matter. Meta-analyses provide a general understanding of the relationship between emotional intelligence and academic performance. Still, more detailed quantitative analyses or cases based on instruments reveal specific situations and also people. These methodological differences help to enrich the literature, which makes it very possible for a researcher to consider different aspects of an association between emotional intelligence and school performance.
Results
A meta-analysis was conducted by Quilez-Robres et al. (2023), wherein a total of 13,909 participants from a total of 27 studies were collected. The findings of their study showed a high moderate effect size (r = 0.390) for the relationship between emotional intelligence and also academic achievement. This result means that more emotionally intelligent people are likely to perform much better in their academics. The large effect size supports the practical importance of emotional intelligence as a very valid predictor for good academic performance. This meta-analytical perspective, including a very sizable sample size, offers an integrative picture of the overall effect of emotional intelligence on academic achievement.
Sánchez-Álvarez et al. (2020) also utilized a quantitative meta-analysis method, aggregating the data from 44 articles to yield an aggregate sample size of 19861 participants. Their research revealed a statistical medium association (Z = 0.26) between emotional intelligence and academic performance. Significantly, differences in this relationship are observed according to how emotional intelligence is measured, calling for a more informed understanding of the EI constructs. The result of this finding highlights the need to consider various dimensions and measurement approaches in interpreting the correlation between emotional intelligence and academic achievement. The large statistical sample size improves the validity and also external representativeness of the findings.
MacCann et al. (2020) add to the knowledge about emotional intelligence, uncovering a positive correlation between student EI and academic performance – with ρ = .20. Their meta-analysis, which had a very large sample size of 42,529 showed that emotional intelligence as an ability is correlated more to the academic performance. This distinction underscores that particular factors of emotional intelligence, like the ability to sense and regulate emotions, might be a lot more prominent in impacting academic performance. The broad sample size strengthens the statistical reliability of the results, which forms strong evidence for a positive relationship between emotional intelligence and academic scores.
Saud (2019) specifically examines the emotional intelligence of Saudi EFL undergraduate students. The study, comprising 80 participants, reveals a high level of emotional intelligence in Saudi EFL students. In addition, some notable relationships are established between the emotional intelligence subscales, including “Utilization of Emotion” and “Management of Other’s Emotion” with English proficiency. The context-specific nature of the investigation provides a deeper understanding of emotional intelligence in reference to cultural and educational settings that specify its importance towards better academic performance for Saudi EFL students.
Tyagi and Gautam (2017) made valuable contributions by conducting a quantitative analysis of the relationship between the emotional intelligence of the students from Career Point University and their academic performance. These findings support a positive correlation between emotional intelligence and academic performance. The quantitative research shows that more emotionally intelligent students have a much better academic performance. It supports the idea that emotional intelligence is a really important predictor of achievement, and it aligns with conclusions from broader meta-analytical studies.
Halimi et al. (2021) studied Kuwaiti college students by using the Wong and Law Emotional Intelligence Scale (WLEIS) to measure emotional intelligence. In this regard, the study of 480 participants revealed that special components of emotional intelligence, like self-emotion appraisal (SEA) and the use of emotions (UOE), are strongly correlated with academic achievement. This fine-grained analysis of the constituents in emotional intelligence contributes to a unique understanding of the contribution towards academic success. The evidence from the study shows that some dimensions of emotional intelligence, including the assessment and utilization of emotions, play a very substantial role in performance.
Discussion: Future directions
Quílez-Robres et al. (2023) suggest the introduction of programs aimed at stimulating emotional intelligence on the school stage, highlighting its advantages in terms of not only personal but also professional development and achievement. The given suggestion is indicative of a more constructive strategy in regard to their early development of emotional intelligence skills. Future studies can focus on the structures and practices of such initiatives, engaging in discussions about many proper methodologies that suit different environments. Second, longitudinal studies into the enduring outcomes of early interventions on both emotional intelligence and also school achievement would be illuminating. Sanchez-Alvarez et al. (2020) suggest looking at other variables that could influence the link between emotional intelligence and academic achievement. It implies that a broader conceptualization of emotional intelligence is required to understand the interplay between contextual and individual factors fully. Further studies can also focus on the factors involving socioeconomic status, ethnicity and learning preferences that could reveal many relationships between emotional intelligence and educational success. Such studies could provide a lot of guidance for the directed actions aimed at some specific groups of students in the vast field.
MacCann et al. (2020) emphasize the need for a more comprehensive approach to emotional intelligence and its processes in developing academic performance. Specific components of emotional intelligence can be studied further to determine how they impact academic performance. For instance, a study of the impact that managing emotions, social skills or empathy separately has on success could reveal more specific dynamics. This subtle approach can direct the design of tailored interventions that focus on improving certain aspects of emotional intelligence in order to maximize academic performance. Saud (2019) advocates for more studies regarding the student’s and teachers’ emotional intelligence interaction in a cultural setting. This advice highlights the need to take into account many cultural specifications shaping emotional manifestation and perception. Future research might explore the cultural basis of emotional intelligence dynamics in student-teacher relationships and its impact on learning psychology. Cultural differences in EI could be used to guide culturally appropriate teaching and teacher-student relations.
Tyagi and Gautam (2017) suggest the implementation of emotional intelligence in teaching at a graduate level, stressing its importance to ensure success. This progressive recommendation is a move toward acknowledging emotional intelligence as an essential skill set, even for career and also personal development. Future studies should consider the introduction of emotional intelligence education into academia’s framework, testing its implementation logistics as well as efficiency and lasting impact. Secondly, studies looking at the applicability of emotional intelligence skill transference from academic environments to work-life would offer further information on relevancy in practice. As stressed by Halimi et al. (2021), it is crucial to consider the sensitivity of educators, which reflects on emotional intelligence skills that connect with culture. It highlights the necessity of cultural competence on the part of educators and implies that knowledge about gender differences and culture damages communication styles and teaching interaction. In the future, investigations could focus on creating training programs for educators that would increase their cultural sensitivity and emotional intelligence in order to ensure an inclusive and supportive educational environment.
Collectively, the envisioned future directions reflect on how there is a need for an integrated multicultural and preventative framework in incorporating emotional intelligence into the education systems. These studies, in particular, however, provide recommendations promoting individual differences, but cultural context and different types of educational settings should also be taken into account when considering emotional intelligence for academic success. Future studies that consider these complexities will help create evidence-based interventions and educational policies that give students the necessary emotional intelligence skills for achieving academic as well as personal success.
Limitations
According to Quílez-Robres et al. (203), several limitations are possible in terms of the scope between geographical regions and also performance metrics used. In order to overcome these limitations, future research should use a more detailed analysis of the regional and also performance differences. Researchers may investigate whether there are any cultural factors particular to certain parts of the world that influence this relationship. Further, researching whether the assessment of EI and performance varies in terms of the subjects or domains could consequently give a deeper understanding of these variations displayed. The heterogeneity in the outcomes across the studies, as shown by Sánchez-Álvarez et al. (2020), shows why there is a need for qualitative research to establish the factors that support and also hinder EI. In future research, this limitation can be addressed by using a qualitative methodology of in-depth interviews. Also, focus groups or case studies could be used to ascertain the factors and contextual elements surrounding EI that influence the relationship between it and academic performance. The advantage of this approach is that the researchers would be able to examine the individual’s lived experiences, thus providing a more in-depth understanding of how emotional intelligence creates successful academic outcomes.
MacCann et al. (2020) highlight that there is no evidence of the causal direction of this relationship between EI and academic performance. The suggested research method that overcomes this limitation includes longitudinal designs tracking the participants across time to explore intertemporal relations of emotional intelligence alterations and academic performance. Longitudinal research helps to determine the direction of causality, revealing whether positive emotional intelligence came before academic performance or vice versa. Saud (2019) recommends more research on emotional intelligence in different cultural environments. In order to overcome this drawback, future research should employ a cross-cultural methodology and study how cultural factors impact both the manifestation and mediation of emotional intelligence. It would entail examining the ways in which cultural norms and also values influence people’s emotional experiences and how such differences affect academic results.
Tyagi and Gautam (2017) suggest that apart from emotional intelligence, one should also consider some other useful intrapersonal skills. Future research will need to implement an integrated approach, reflecting on the complex interaction between emotional intelligence and many other intrapersonal skills, including resilience, self-efficacy, and also motivation. Understanding the collective role that these factors play in academic achievement can yield a much more complete picture of how various psychological attributes affect educational performance. Halimi et al. (2021) propose research on how to implement emotional intelligence into the curricula as well as qualification structures. To close this gap, future studies can focus on intervention research into the efficacy of embedding emotional intelligence education in the formal system. The assessment of the effect that such interventions have on academic performance and personal development enables basing one’s recommendations for educational behaviours on scientific evidence.
Conclusion
In conclusion, the general analysis of these six scholarly articles confirms that emotional intelligence plays a very crucial role in learning and also sustains its influence on academic success. This synthesis of many strong arguments and outcomes from these studies highlights the importance for educational organizations to incorporate emotional intelligence into their curriculum. Future studies should focus on cultural sensitivity while considering emotional intelligence as a very complex phenomenon that quantitative measures cannot easily reflect. Introducing emotional intelligence into the educational process becomes a very perspective approach for promoting the comprehensive development of the students and improving their performance.
References
Halimi, F., AlShammari, I., & Navarro, C. (2021). Emotional intelligence and academic achievement in higher education. Journal of Applied Research in Higher Education, 13(2), 485-503. https://www.emerald.com/insight/content/doi/10.1108/JARHE-11-2019-0286/full/html
MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological bulletin, 146(2), 150. https://psycnet.apa.org/record/2019-74947-001
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. https://www.sciencedirect.com/science/article/pii/S1871187123001244
Sánchez-Álvarez, N., Berrios Martos, M. P., & Extremera, N. (2020). A meta-analysis of the relationship between emotional intelligence and academic performance in secondary education: A multi-stream comparison. Frontiers in Psychology, 11, 1517. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01517/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=551705
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://eric.ed.gov/?id=EJ1233774
Tyagi, G., & Gautam, A. (2017). An Impact of Emotional Intelligence on the Academic Achievement of the student: A case study on students of Career Point University. International Journal of Advanced Scientific Research and Management, 2(7), 88-93. https://ijasrm.com/wp-content/uploads/2017/07/ijasrm_V2S7_298_88_93.pdf
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