Emotional intelligence and academic success among South African engineering students

Abstract

This study explored the relationship between emotional intelligence and academic success among a sample of 1 346 South African engineering students. Data were collected from the students using the Emotional Skills Assessment Process (ESAP). Academic success was calculated using the Credit Accumulation Rate (CAR), a measure that combines time spent in the tertiary environment and academic performance. We analysed the data using MATLAB, applying the Wilcoxon rank-sum test, the Mann-Whitney U test, and independent t-tests. Our findings indicate that students with higher scores on seven ESAP dimensions (decision making, drive strength, time management, commitment ethic, stress management, assertion, and change orientation ) also had higher academic success. Furthermore, a comparison to an American norm group revealed that the South African students presented with higher scores on the stress management dimension, which could promote better decision making. The findings support the theory that emotional intelligence plays a vital role in promoting academic success among university students.