Abstract
Emotional Intelligence (EI) has been a popular topic of debate in the field of education in general and management in particular. It is considered as a successful predictor of academic success/performance/achie vement. Researchers have claimed that EI predicts success at schools, and colleges/ universities. However, little empirical research has been conducted to test this assertion. In this study of survey research, the relationship of EI as measured by S.K. Mangal and Shubra Mangal's EI Inventory (MEII) and academic performance were examined in a sample of final year under graduate students (N=300). EI in its four specified domains namely Intrapersonal Awareness, Interpersonal Awareness, Intrapersonal Management and Interpersonal Management separately as well as totally was found to be positively associated with academic performance of the selected respondents. Also the total EI score showed a percentage of 7.5 per cent of the sample being emotionally intelligent. The significant 'f' value has evidently showed that EI could predict academic performance of college students. The findings provide a further need on how to improve upon the academics of students. Also, the study has shown that emotional well - being could be emphasized on academic success. Implications and recommendations for developing EI among students are discussed.
Highlights
Emotional intelligence is a confluence of developed abilities to (1) know and value self (2) build and maintain a variety of strong, productive and healthy relationships (3) get along and work well with others in achieving positive results;(4) and effectively deal with the pressures and demands of daily life and work
ANOVA was being used to find out the relationship between the mean marks obtained/ academic performance and the four domains of emotional intelligence namely intrapersonal awareness, interpersonal awareness, intrapersonal management and interpersonal management of the selected sample
The calculated f value being significant at 1 percent level is indicative that there is a significant difference between the academic performance and the intrapersonal awareness score level of the selected sample
Summary
Emotional intelligence is a confluence of developed abilities to (1) know and value self (2) build and maintain a variety of strong, productive and healthy relationships (3) get along and work well with others in achieving positive results;(4) and effectively deal with the pressures and demands of daily life and work. Emotional intelligence is a confluence of developed abilities to (1) know and value self (2) build and maintain a variety of strong, productive and healthy relationships (3) get along and work well with others in achieving positive results;. Affective learning requires a person - centered process for student’s growth and development. When emotional intelligence skills are the focus of learning, students are building human development behaviours that are intricately related to the positive outcomes of achievement, goal achievement and personal well- being. Mayer [2] have been the leading researchers on emotional intelligence In their influential article "Emotional Intelligence," they defined emotional intelligence as, "the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions"
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