Impact on Emotional Intelligence on the Academic Achievements of Students

Abstract

Interest is burgeoning in Emotional Intelligence (EI) as a novel non-cognitive variable for optimizing learning, motivation and well-being among students. The relation of EI to academic performance, focusing on emotional awareness, self-regulation, empathy, and self-report bliss is explored in this study among secondary and undergraduate students. We adopted a quantitative research design which sampled 350 students with respect to various academic programs and socio-economic conditions through stratified random sampling. Instruments: The data were collected by a standard Emotional Intelligence Scale and verified the academic record of projects. Results: Pearson's correlation and multiple regression statistical analysis were used to confirm significant positive relationship between EI and academic achievement (r = 0.62, p < 0.01) with the strongest predictors of high performance being self-regulation and motivation. The study concludes the imperative to include deliberate EI training in educational curricula will not only improve cognitive abilities, but will also promote social and emotional skills, thereby improving learning outcomes. It adds to the existing literature by offering empirical observations out of a multi disciplinary, multicultural educational setting and provides suggestions for educators, policymakers, and curriculum developers.