Assessing Emotional Intelligence Influence on Students in Private Higher Education, London, UK

Abstract

This study aims to assess how emotional Intelligence (EI) Influences students' engagement, motivation, and team working to improve academic performance in Private Higher Education (HE) in London, UK. EI refers to the ability to recognise, understand, and manage one's own emotions, as well as the emotions of others. In private Higher Education Institutions (HEIs), EI plays a significant role in several aspects, especially related to student's academic progress & achievement and success, by promoting EI skills such as self-awareness, self-regulation, self-motivation, empathy, and social skills. By prioritising EI, private HEIs aim to foster the overall well-being and success of their students and the broader campus community. Quantitative research has been employed. The questionnaire was designed based on Goleman's five essential elements: 1. Self-awareness, 2. self-regulation, 3. motivation, 4. empathy, and 5. social skills. Five questions were included in each essential element of Goleman's framework. Academic staff of private higher education participated in the questionnaire survey. Google Forms was used to collect the data. The results indicated that only the components of self-awareness, social skills, and in- class team working are significantly related to academic accomplishment. However, self- regulation, motivation and social skills were insufficient to impact students' academic performance positively. The descriptive statistical data has positively impacted students' academic performance. This study found that a strong correlation between EI and cooperation does not always mean that those who perform well on tests of empathy or EI will be highly collaborative. This is primarily because collaborative abilities require knowledge integration, values, skills, and attitude, whereas EI alone is insufficient. This study found that lecturers must consistently inspire their students. Emotional intelligence is not only a theory; it plays a significant role in private HE. Emotionally intelligent lecturers are better able to inspire students and influence their behaviour. The findings of this study suggested that lecturers should always have a great deal of empathy for the students. Lecturers can inspire their students to be emotionally healthy when they can recognise and correctly regulate their emotions and sense and comprehend the emotions of others. Future studies might investigate how EI influences instructional practices, classroom management techniques, and the overall learning environment. This could include examining the effects of EI on student engagement, motivation, and satisfaction. Keywords: Emotional Intelligence, Self-Awareness, Self-Regulations, Motivation, Social Skills, Team Working, Private Higher Education London