The nexus between emotional intelligence and academic performance


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License

This paper attempts to understand how emotional intelligence (EI) can affect students’ academic performance by investigating the relationship between EI and student performance. A structured questionnaire comprising 25 questions was developed on a five-point Likert scale employing the five components of EI stated by Daniel Goleman. The five elements are self-analysis, self-control, self-motivation, empathy, and social skills. 350 MBA students from premier institutes in Warangal, India, were taken as a sample through a convenience sampling technique. Correlation analysis was performed amongst students’ EI and their cumulative grade point average (CGPA). The coefficient value obtained showed a minimal linear relationship between EI and student performance. For further analysis, students were segregated gender-wise, male and female, and then a correlation was performed. In the case of female students, a negative relationship is exhibited between EI and performance. In contrast, in the case of male students, a positive relationship is exhibited that is higher than the overall coefficient. Moreover, correlation is applied to each component separately to identify which of the five components has higher linear relationship. The findings concluded that self-control and empathy followed by self-motivation had linear relationship, especially in the case of male students. Finally, it was difficult to correlate the EI of female students with their performance.

view full abstract hide full abstract
    • Figure 1. Conceptual framework of EI components and academic performance
    • Figure 2. Correlation of EI (total students)
    • Figure 3. Correlation between EI of female students and their performance
    • Figure 4. Correlation between EI of male students and their performance
    • Figure 5. Correlation between self-control and students’ performance
    • Figure 6. Correlation between self-motivation and students’ performance
    • Table 1. Correlation coefficients of EI elements concerning academic performance (CGPA)
    • Table 2. Summary output of regression combined for male and female students
    • Table 3. ANOVA results
    • Table 4. Correlation coefficients of EI components with academic performance
    • Table 5. Hypotheses testing results
    • Table 6. Male and female student’s performance with EI components
    • Table 7. Coefficient and p-values of EI components separately for male and female students
    • Conceptualization
      Porika Ramlal, Sania Khan
    • Methodology
      Porika Ramlal, Kappala Manjusha, Sania Khan
    • Project administration
      Porika Ramlal
    • Supervision
      Porika Ramlal
    • Writing – review & editing
      Porika Ramlal, Sania Khan
    • Data curation
      Kappala Manjusha
    • Formal Analysis
      Kappala Manjusha
    • Investigation
      Kappala Manjusha
    • Writing – original draft
      Kappala Manjusha