Standardization and the Impact of Emotional Intelligence Test Subscales on Academic Progress

Abstract

The study aims to assess the underlying structure and psychometric properties of the Emotional Intelligence Test among students of different study programs. The study also aimed to measure the impact of self-awareness, self-management, social awareness, relationship management, and self-motivation on the academic progress of the students. Data was obtained from 946 respondents from the student population. The total sample through confirmatory factor analysis (CFA) was used to assess the underlying structure of the scale. The high levels of subscales of the Emotional Intelligence Test in the sample suggest that screening for Emotional Intelligence is important in different areas as well as in different study programs. Confirmatory factor analysis supported the structure of five subscales of the Emotional Intelligence Scale. The study indicated a linear relationship between self-awareness, self-management, social awareness, relationship management, self-motivation, and academic progress. The study found that self-awareness, social awareness, relationship management, and self-motivation were positive predictors of academic progress; meantime, self-management was a negative predictor of academic progress. The strongest predictor of academic progress was self-motivation which explains 45.3% of the variance; at the same time, the least predictor of academic progress was social awareness which explain 6.5% of the variance.