The nexus between emotional intelligence and academic performance
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 component...
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| Format: | Article |
| Language: | English |
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LLC "CPC "Business Perspectives"
2022-09-01
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| Series: | Knowledge & Performance Management |
| Subjects: | |
| Online Access: | https://www.businessperspectives.org/images/pdf/applications/publishing/templates/article/assets/16981/KPM_2022_01_Ramlal.pdf |
| _version_ | 1828059023510863872 |
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| author | Porika Ramlal Kappala Manjusha Sania Khan |
| author_facet | Porika Ramlal Kappala Manjusha Sania Khan |
| author_sort | Porika Ramlal |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T21:35:42Z |
| format | Article |
| id | doaj.art-3e0df8629c0d4544bb242ad86c42d21c |
| institution | Directory Open Access Journal |
| issn | 2543-5507 2616-3829 |
| language | English |
| last_indexed | 2024-04-10T21:35:42Z |
| publishDate | 2022-09-01 |
| publisher | LLC "CPC "Business Perspectives" |
| record_format | Article |
| series | Knowledge & Performance Management |
| spelling | doaj.art-3e0df8629c0d4544bb242ad86c42d21c2023-01-19T11:59:31ZengLLC "CPC "Business Perspectives"Knowledge & Performance Management2543-55072616-38292022-09-0161384810.21511/kpm.06(1).2022.0416981The nexus between emotional intelligence and academic performancePorika Ramlal0https://orcid.org/0000-0002-8104-8625Kappala Manjusha1https://orcid.org/0000-0002-5733-2909Sania Khan2https://orcid.org/0000-0003-3072-8310Professor, School of Management, National Institute of Technology WarangalResearch Scholar, School of Management, National Institute of Technology WarangalPh.D., Assistant Professor, Department of Human Resource Management, College of Business Administration, Prince Sattam Bin Abdulaziz UniveristyThis 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.https://www.businessperspectives.org/images/pdf/applications/publishing/templates/article/assets/16981/KPM_2022_01_Ramlal.pdfacademic performancecorrelationemotional intelligencelinear relationshipstudent performance |
| spellingShingle | Porika Ramlal Kappala Manjusha Sania Khan The nexus between emotional intelligence and academic performance Knowledge & Performance Management academic performance correlation emotional intelligence linear relationship student performance |
| title | The nexus between emotional intelligence and academic performance |
| title_full | The nexus between emotional intelligence and academic performance |
| title_fullStr | The nexus between emotional intelligence and academic performance |
| title_full_unstemmed | The nexus between emotional intelligence and academic performance |
| title_short | The nexus between emotional intelligence and academic performance |
| title_sort | nexus between emotional intelligence and academic performance |
| topic | academic performance correlation emotional intelligence linear relationship student performance |
| url | https://www.businessperspectives.org/images/pdf/applications/publishing/templates/article/assets/16981/KPM_2022_01_Ramlal.pdf |
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