EFFECT OF EMOTIONAL INTELLIGENCE ON

ACADEMIC ACHIEVEMENT

Abstract

The aim of present study is to identify the impact of emotional intelligence on the academic
achievement of students of Career Point University. Emotional Intelligence is emerged as an
effective factor for the specific change in the academic performance of student at University
level. Different researches have been done regarding Emotional Intelligence as predictor of
Academic achievement. Traditionally education institution has been focusing on logical
intelligence and not giving much attention on other type of intelligence but now it has been
seen that emotional intelligence may play more important role in academic achievement rather
than logical and linguistic intelligence as emotional intelligence having the ability to recognize
and choose more efficiently. This research indicates the impact and importance of emotional
intelligence for student and recommendation for future researches.

Introduction

we all are living in the age of Globalization where our traditional ways of living are in
transitional phase. Due to privatization, urbanization and liberalization, the youth is in a
dilemma where they find themselves unfit and unequipped.

Emotional Intelligence is the ability of any person to understand its own emotions and to
differentiate between different feelings. It also belongs to managing and adjusting the emotions
to achieve the required goals. It can be seen that a person who is having high emotional
intelligence is able to understand the negative impact of emotions on their minds, bodies,
relationships and their capabilities to achieve something.

Emotional Intelligence is advance skill and ability or skill to perceive, analyze and manage the
emotions of any individual person or group. Emotional intelligence is a part of non-cognitive
capabilities, competencies and skills that influences one’s ability to succeed in coping with
environmental demands and pressures.

Emotional intelligence is having a special power to predict the person and it can be used as a
powerful tool to get success in your life. We can define emotional intelligence as a suitable
predictor in different areas like educational performance (Yahaya, Yahaya, & Lee, 2012). In
the other word, it is having the ability to control feelings and excitements by any person.

The emotional intelligence points to the ability to recognize and differentiate feelings,
excitements, meanings and concepts, the relations between them, by this we can solve
problems. The emotional intelligence includes the ability to receive emotions, and coordinate
them to understand the information related to them, it also manages them.

According to today’s scenario the purpose of professional education is to prepare students for
jobs in their particular professions. Right now, few business schools are taking benefit from
the research addressing emotional intelligence as a medium to develop the internal and external
skills of students. According to the various facts mostly Business programs are only focusing
on giving education to students regarding theory and research. In education field Faculties and
Professors are not having extra time to train students and willingly help them to gain

skills that will relate to their professional life and in the workplace. Due to lack of these skills
in graduates, organizations have to incur additional cost for training these unprepared
graduates. One of the lacking skill set belongs to what we now call, emotional intelligence.
Emotional intelligence has been shown to relate to job success more than IQ, but a major
proportion of the curriculum assessment tests a student’s intellectual ability.

Emotional Intelligence and Academic Achievement

Emotional can also imitate the ability to know the interpersonal abilities. Emotional
intelligence can be defined in three models –

  Ability Model
   Mixed Model
  Trait Model

According to Ability Model the emotional intelligence can be defined as “The ability
to observe emotions, integrate emotion to check your thought, understand emotions
and also to regulate emotions to promote personal growth." This model says that
emotional intelligence is comprising of two areas experimental and strategic. First
area defines the ability to perceive, respond, and manipulate the information without
understanding it, while the other are defines the ability to understand and manage the
emotions without perceiving feelings well or fully experiencing them. (Stys & Brown,
March 2004) Mixed model introduced by Daniel Goleman and it emphases on
Emotional Intelligence as a group of wide range of competencies and skills that drive
the performance.

Trait emotional intelligence is "a collection of emotional self-perceptions located at

the lower levels of personality."
Here we are using the mixed model to analyse the data and interpret the result.
According to mixed model it outlines five main emotional intelligence constructs
(Goleman, 1998).

1.Self-awareness – It is the ability to know emotions, strengths, weaknesses, drives,

values and goals and recognize their impact on others and also the decision-making
ability of the individual. 2.Self-regulation – It involves controlling or redirecting
individual’s disruptive emotions and impulses and the capability to adapt according to
the changing circumstances.

3.Social skill – It includes managing relationships to move people in the desired

direction.
4.Empathy – It involves the capability of considering other people's feelings
especially the time of making decisions.

Emotional intelligence can be explained in terms of emotional and soft skills that influence
our own behavior, understanding, how we reacts in different situations and ability to adapt
according to the demand of the situation.
For measuring the emotional intelligence 5 major and 15 sub scales are defined (Nasir &
Masrur, June 2010)-

1. Intrapersonal Component
1. Emotional Self Awareness
2. Self-Regard
3. Self-Actualization
4. Assertiveness
5. Independence
2. Interpersonal Component

a) Empathy
b) Social Responsibility
c) Interpersonal Relationships

3. StressManagement

a) Stress Tolerance
b) Impulse Control

4.Adaptability

a) Reality Testing
b) Flexibility
c) Problem

5. General Mood

a) Happiness
b) Optimism

According to different studies it is shown that emotional intelligence effects the success in
academic and professional studies and also contributes towards the performance of an
individual student. Students who are emotionally intelligent are somehow representing more
superior performance then their colleagues. This improves the relationship between peers and
helps in the intellectual development which leads to superior academic performance.
Emotional intelligence helps in prioritizing thinking, behaviour, and lifestyle which aids in
academic performance. The self-report measures of EI completed at the start of the academic
year by students can predict their CGPA in the final year. Trait emotional intelligence
moderates the relation between academic performance and cognitive ability. A study by
demonstrates that emotional intelligence measured through CGPA by utilizing self-report and
ability measure of EI was not a strong indicator of academic achievement. In another study, it
was found that the correlation between emotional intelligence and academic achievement was
not statistically significant June 2016, Vol. 38, No. 1). Due to the mixed nature of research
literature there is a need to explore the relationship between emotional intelligence and
academic performance in the particular context of India.

Objective of the Study: Emotional Intelligence is the concept which is having an impact on
each and every person in terms of its thoughts, relations and emotions and it is playing
significant role in the decision making by giving us the opportunity to think wisely. The
objective of the study is to fine the relationship between emotional intelligence and academic
achievement of the Career Point University student. The study is focusing on the fundamental
aspect of human personality i.e. emotional intelligence which is playing an effective role for
determining the individual’s behaviour, managing emotions, relations with other academic
performance and adaptability in different situations. So, the main objective of the study is to
identify

 To study the relationship between emotional intelligence and academic

achievement.

 To study the impact of Emotional

Intelligence on Academic Achievement of University Students.

Literature Review
Author(s): Maria Chong Abdullah, Habibah Alias & Jegak Uli
Faculty Of Educational Studies, Selagor Malashiya “ Classrooms are always filled with
youngsters displaying a wide range of concerns and behavioural problems that often make
learning in the classroom difficult and ineffective.” Students are often found to suffer from
poor self-awareness, lower self-esteem, lack of motivation, little self- discipline, poor peer
interaction, an inability to express feelings effectively, and sometimes, a significant amount of
emotional pain such as feeling sad, unhappy, anxious, frustrated and angry. Based on the
concept and model of Emotional Intelligent Quotient (EQ) by Mayer, Salovey and Caruso
(1997), the authors discuss how the mechanism of EQ can enhance student’s emotional
competency which in turns improve their learning in the classroom (Abdullah, Elias,
Mahyuddin, & Uli, Vol. 19, No 3-4, 2004).

 Examine the Relationship of Emotional Intelligence and Creativity with Academic

Achievement of Second Period High School Students.

1Department of Education, University of Sistan and Baluchestan, Zahedan, Iran

2Payame Noor University, Zahadan, Iran 3Department of Psychology, Islamic Azad
University, Zahedan Branch, Zahedan, Iran Abstract: The present study aimed to examine the
relationship of emotional intelligence and creativity with academic achievement of second
period high school students in Nikshahr. This was a descriptive- correlational study. The
population of the current study included all second period high school students in the academic
year of 2013-2014. The statistical sample was selected using simple random sampling method.
To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity
Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the
academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive
(frequency table, frequency, and charts) and inferential statistics (independent t-test and
Pearson correlation coefficient). The results indicated that emotional intelligence and academic
achievement were significantly correlated. Moreover, there was a significant and positive
relationship between creativity and academic achievement. Additionally, no significant
difference was found between males and females considering their academic achievement
(Hossein, Shahidi, Elhamifar, & Khademi, 2015).
 The Impact of Emotional Intelligence Element on Academic Achievement.

Author(s): Azizi Yahaya1, Ng Sar Ee 1 Juriah@Daing Junaidah Bachok1, Noordin Yahaya2,

Yusof Boon1,Shahrin Hashim1, Goh Mo Lee3

Faculty of Education , Universiti Technologi Malaysia*(Corresponding author)

Faculty of Bussiness Management,Universiti Teknologi Mara (Melaka)

Sekolah Kebangsaan Convent Infant Jesus Abstract: The present study aimed to examine the
relationship of emotional intelligence and creativity with academic achievement of second
period high school students in Nikshahr. This was a descriptive- correlational study. The
population of the current study included all second period high school students in the academic
year of 2013-2014. The statistical sample was selected using simple random sampling method.
To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity
Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the
academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive
(frequency table, frequency, and charts) and inferential statistics (independent t-test and
Pearson correlation coefficient). The results indicated that emotional intelligence and academic
achievement were significantly correlated. Moreover, there was a significant and positive
relationship between creativity and academic achievement. Additionally, no significant
difference was found between males and females considering their academic achievement.

Emotional Intelligence in Education

Remember those mornings when you fought with your parents getting out of the car, then
found yourself trying to take your government test later that day, but you were unable to
concentrate? What you experienced was driven by your emotional intelligence. Studies in
human behaviour first coined this term in the late 1990s. It addresses two aspects of our
psyche. First, it includes our ability to understand, and manage our emotions. Second, it
includes our ability to understand, and in turn influence, the emotions in other people.
Today, many professionals and scholars are making an argument that we need to teach
emotional intelligence on the same level of importance as we teach the ABCs.

Emotional Intelligence & The Classroom

There is a strong correlation between students' emotional intelligence and their classroom
behaviour. Students with low emotional intelligence may struggle to focus and have
relationships with their peers or may even show aggression. Students with lower emotional
intelligence tend to struggle to communicate their feelings with their peers, and this can result
in struggling to form friendships with classmates or even relationships with adults. Aggression
is a common issue with students with low emotional intelligence, because they don't have the
skills they need to communicate or manage their emotions appropriately. These behaviour
problems typically surface in preschool and early elementary school and increase in seriousness
from that point on.

Some expect children to learn aspects of emotional intelligence implicitly from family
dynamics and by participating in school, church, and community activities. These aspects, or
skills, include self-expression of emotions, conflict resolution, and empathy. Self-expression is
a person's ability to communicate how he or she feels in any given situation. Conflict
resolution refers to our ability to discuss our issues with another person calmly and work
together to resolve the issue. Empathy refers to our ability to understand the emotions of those
around us.

Often we assume that these are innate in people or develop naturally by casual interactions
with others throughout childhood. For many children, however, this is simply not the case.
Therefore, they need to be taught explicitly through classroom instruction, modelling, and even
role playing.

Preschools and elementary schools that use structured emotional intelligence instructional
programs reap some benefits. For example, students who participate in emotional intelligence
instructional programs exhibit less aggressive behaviour towards adults and their peers.
Developing emotional intelligence improves the environment in the classroom as well, making
it easier for teachers to teach and students to learn.

The importance of explicitly teaching emotional intelligence follows students into secondary
school. Students who explicitly learn how to recognize and manage their emotions reap positive
benefits. These pre-teens and teens are less likely to engage in a variety of risky behaviours,
including alcohol and tobacco use, have greater self-confidence, and make safer choices.

Emotional Intelligence and Academic Achievement among University Students

the relationship between emotional intelligence and academic achievement of expatriate
students. The findings of the study reveal positive relationship between emotional intelligence
and academic achievement among expatriate students. The research reveals that the level
of emotional intelligence of the students has an influence with high and low academic
achievement motivation among the students.

Emotional Intelligence (EI) has been considered as a successful predictor of academic

success/performance/achievement. Researchers have claimed that EI predicts success at
schools, and colleges/ universities. In this study of survey research, the relationship of EI as
measured by S.K. Mangal and Shubra Mangal’s EI Inventory (MEII) and academic
performance were examined in a sample of final year under graduate students (N=300). EI
in its four specified domains namely Intrapersonal Awareness, Interpersonal Awareness,
Intrapersonal Management and Interpersonal Management separately as well as totally
was found to be positively associated with academic performance of the selected respondents.
The findings provide a further need on how to improve upon the academics of students. Also,
the study has shown that emotional well - being could be emphasized on academic success.

Impact of Emotional Intelligence on Academic

Achievements of College Students

The study which claimed that emotional intelligence predicts success at school. In their study,
an attempt has been taken to identify the relationship between the trait emotional intelligence
and academic performance of the undergraduate business students. It was identified that the
global trait emotional intelligence was not significantly associated with the academic
achievements but in the mid-range GPA had a significant association. Thus the findings of their
study it can be understood that there is a positive correlation between emotional intelligence
and academic performance of the students.

The aim of their study was to identify the influence of Emotional Intelligence on academic
achievement among students of Education Faculty, University Technology Mara. The data
were collected using a questionnaire for measuring the level of emotional intelligence and the
academic performance. The results revealed that the students are having a high level of
emotional intelligence.
Moreover among the various variables Self-Emotion Appraisal and Understanding of Emotion
were identified to have a significant and positive association with the respondents. The findings
also highlighted the value of emotional intelligence and its association with the students’
academic performance. The study intended to examine the relationship of emotional
intelligence (EI) with gender, age and academic achievement of students of International
Islamic University Islamabad.

The psychoanalyst variable was taken as emotional intelligence and decisive factor variable
taken for the study was academic achievement. The academic achievement of the students was
measured by using the Cumulative Grade Point Average (CGPA) score of the students.

The level of Emotional intelligence among the students was measured with the help of Bar On
Emotional Quotient Inventory. The validity and reliability of was analysed and was found to
have a high validity and reliability. Various statistical tools were applied like Correlation
analysis, regression analysis and t-test to test the hypotheses. The findings of the study indicate
a significant correlation between level of emotional intelligence and the students’ academic
achievement. It was also found that the level of Emotional intelligence of the students was
found to be a significant predictor of the students’ academic achievement.

The study examined two objectives that is to identify the interrelationship of emotional
intelligence and self-efficacy drives, and to identify the diversity receptiveness among the
overseas college students. The questionnaire was devised to collect data on demographics
of the students, Emotions Scale, Self-efficacy scale and Diversity Receptive Scale were used
to for data collection.
The sample size was arbitorily chosen as Fifty students enrolled in post graduate business
programs. The findings of the study revealed that there is a significant relationship between the
level of emotional intelligence, the competencies of
self-efficacy, and diversity receptiveness among college students.

The study investigated the relationships between emotional intelligence and

academic achievement among 151 undergraduate psychology students at The University
of the West Indies, Barbados, making use of bar chard (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.

The study compared college adjustment process and emotional maturity between first and final
year female students enrolled in different undergraduate courses offered by colleges
affiliated with university of Rajasthan in Jaipur city. They were assessed on adjustment
inventory for college students on Emotional maturity scale.
Results indicated that the first year under graduate students were less emotionally mature, and
had difficulty in adjusting emotionally and socially to the changing demands of environment
and faced more academic difficulty as compared to the final year students.
The final year students were more socially adjusted and more integrated into social fabric of
the college which has an impact on their academic performance.

Role of Emotional Intelligence for Academic

Achievement for Students
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 emphasis of this paper was to determine the factors which are affecting
the development of emotional intelligence and its role in academic achievement for students.

In this research secondary data has been collected out of which we find out the correlation
between emotional intelligence and academic achievement and teaching emotional and social
skills at school not only positively influence academic achievement during the year when these
were taught but also leaves the impact in long term achievement. Findings of this paper present
that academic achievement without emotional intelligence does not indicate future success and
absence of emotional intelligence also indicate the week personality and ability to build
relations at working place as well in schools and it is highly important for quality education.

Methodology
Sample size – 50,
Statistics – Descriptive.
Mode of data collection – Questionnaire Distribution,
Test used – Pearson correlations test,
Scale used – Likert 5 Point Scale i.e (1- strongly disagree to 5-strongly agree), Qualitative
scale,
Hypothesis – Null (There is significant relation between the Emotional intelligence and the
Academic achievement of the students ) , Alternate ( There is no significant relationship
between the EI and the Academic achievement of the students),
The questionnaire was distributed among 50 students of class of amity business school to
collect the data after the data was collected from sample of 50 students , SPSS software is used
to analyse the results of the SPSS using Parson correlation test, Likert scale of five point is
used to answer the questionnaire so to collect the qualitative data further analysis are done
using the SPSS software to check the correlation between the Emotional Intelligence and the
Academic Achievement of the students.

Result and Discussion

 Correlations

EI ACADEMIC
EI Pearson Correlation 1 .926**
Sig. (2-tailed) .000

N 49 49
ACADEMIC Pearson Correlation .926** 1
Sig. (2-tailed) .000

N 49 49
**. Correlation is significant at the 0.01 level (2-tailed).

It is found that the degree of significance is less than 0.05 therefore we accept the null
hypothesis i.e ( there is significant relationship between the EI and the Academic
achievement of the students) and reject Alternate Hypothesis i.e (there is no significant
relationship between the EI and the academic achievement of the students).

Based on these findings few conclusions can be drawn that high emotional intelligence co-
relate to the high academic achievement for the students , whereas low emotional intelligence
lead to many other problems rather than just watching for the marks , high emotional
intelligence is required to be successful in ones life whereas low emotional intelligence can
make one fall into the well of the miseries and confusions about the ones surroundings and the
environment , studies show that emotional intelligence is no genetic but it can be developed
over the period of time with the experience and the knowledge about human psychology
There is 90% role of emotional aspect in ones success than the academic grdes which one
score in the school or in the college. Too much expectations can be disaster for ones life
whereas too low rigidity can be the boulder in improving ones capacity to learn .

Students with low emotional intelligence are found to be more volatile as compared to the
students with high emotional intelligence , there are other factors also contributing in ones high
level emotional intelligence.
BENEFITS OF EMOTIONAL INTELLIGENCE FOR STUDENTS ;

Students with higher levels of emotional intelligence mostly able to manage themselves in
better way and relate to others around them. This can help them develop improved self-
motivation and more effective communication skills—essential skills to helping students
become more confident learners.

On the other hand, students who lack emotional intelligence can become less connected to
school, negatively affecting performance in the classroom.

Improving emotional intelligence in children can help them:

 Improve self-awareness
 Manage stress
 Boost self-motivation
 Build empathy
 Make good decisions
 Communicate effectively
 Develop relationships
REFERENCES

Bleck, m. V. (1999). study on african academy.

clark, j. D. (2004). emotional intelligence in students.
henery, j. a. (2005). emotion intelligence in workplace.
henery, w. a. (1998). taking the control.
jarustain. (2001). Emotional situation of leader.
makiuner. (1997). how leader decide .
nicos, m. (1996). Achievements of life.
velim, N. (2003). marksheet of emotions.

APPENDIX
1) How well you are able to express your feelings ?
1 2 3 4 5

2) How others think about you ?

1 2 3 4 5

3) How well you be prepared for exams ?

1 2 3 4 5

4) Rate your concentration span in the classroom ?

1 2 3 4 5

5) What is your current CGPA ?

6) How many times do you feel stressed per week?

1 2 more than 2
7) How well you are able to manage your emotions ?
1 2 3 4 5

8) How you feel during the exams ?

Very poor Poor average well very well