A study of effects of emotional intelligence on the academic performance of the students of Utas Nizwa

Abstract

Emotional Intelligence is a growing concept among academic researchers. Studies show a positive influence of EI on individuals; however, it is not much explored in a higher educational context. In the present study, we tested the influence of EI on students’ academic performance in the context of a higher educational institute in Oman. The study utilized a quantitative approach and a cross-sectional survey is used for data collection (n=111). The findings show that there is a positive and significant correlation between aspects of emotional intelligence and academic performance measured by CGPA including self-awareness (β=.478, P<0.05); emotions management (β=.429, P<0.05); self-motivation (β=.290, P<0.05); empathy (β=.386, P<0.05); and social skills (β=.249, P<0.05). The result implies that EI is strongly associated with academic performance. The implication of the study is that it academic institutions need to give a greater attention to the emotional development of the students. Introduction: Emotional Intelligence is a growing concept among academic researchers. Studies show a positive influence of EI on individuals; however, it is not much explored in a higher educational context. Problem: In the present study, we tested the influence of EI on students’ academic performance in the context of a higher educational institute in Oman. Methodology: The study utilized a quantitative approach and a cross-sectional survey is used for data collection (n=111). Results: The findings show that there is a positive and significant correlation between aspects of emotional intelligence and academic performance measured by CGPA including self-awareness (β=.478, P<0.05); emotions management (β=.429, P<0.05); self-motivation (β=.290, P<0.05); empathy (β=.386, P<0.05); and social skills (β=.249, P<0.05). Implications: The result implies that EI is strongly associated with academic performance. The implication of the study is that it academic institutions need to give a greater attention to the emotional development of the students. Adapted from: Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. (no apa) Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books. (no apa) Goleman, D. (2001). Emotional intelligence: Issues in paradigm building. The Emotionally Intelligent Workplace, 13, 26.