The Impact of Emotional Intelligence Test Subscales on Students' Success

Abstract

The study aims to measure the impact of self-awareness, self-management, social awareness, relationship management, and self-motivation on students' success of the students. A correlational research design and a systematic sample of students with bachelor's degrees were used in the study. Primary data was obtained from 945 respondents from the student population. The study indicated a linear relationship between self-awareness, self-management, social awareness, relationship management, self-motivation, and students' success. The study found that the variance explained by self-awareness in students' success was .200, by self-management is negative and its values were -.154, by social awareness was .065, by relationship-management was .284, by self-motivation was .453. The study found that self-awareness, social awareness, relationship management, and self-motivation were positive predictors of students' success; meanwhile, self-management was a negative predictor of students' success. The strongest predictor of students' success was self-motivation which explains 45.3% of the variance; at the same time, the least predictor of students' success was social awareness which explains 6.5% of the variance. According to the results of the study, self-awareness, self-management, social awareness, relationship management, and self-motivation impact students' success. Thus, supporting self-awareness, self-management, social awareness, relationship management, and self-motivation is considered a support to students' success as well.