The Correlation Between Emotional Intelligence and Academic Performance in Undergraduate Students

Abstract

A cross-sectional correlational study conducted in Kohat University of Science & Technology investigated the association between emotional intelligence, the capability of an individual to effectively perceive, understand, manage, and utilize his or her own emotions, and academic performance in terms of Cumulative Grade Point Average. The Emotional Intelligence Scale was employed to collect participants’ level of intelligence in the 11 sub-dimensions, and statistical tools such as multiple linear regression and Pearson’s product-moment correlation were used to assess the relationship between the two variables. Findings reveal that there is an overall positive correlation between all sub-dimensions of emotional intelligence and success among undergraduates, though the strength of the correlation varies. Several sub-dimensions have also been shown to predict academic success of undergraduates. Likewise, in another study that measured the relationship between emotional intelligence and job burnout, it was found that an increase in emotional intelligence is directly related to decreased job stress for hospital staff. Overall, research shows that emotional intelligence has a positive influence on life success and is beneficial for excelling in schools and the workplace. Hence, emotional intelligence training should be integrated into the school curriculum at each level to produce emotionally academically competent students. Training students how to understand and manage their own and others’ emotions will prepare them for future career success.