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Comparative Study

| Published: June 25, 2015

Relationship between Emotional Intelligence and the Academic Achievement among College Students

Pavithra Raj

Research Scholar, Department of Psychology, Bharathiar University, Coimbatore Google Scholar More about the auther

, Dr. V. Chandramohan

Assistant Professor of Psychology, Mount Carmel College, Bangalore University, Bangalore, Research Supervisor, Reader in Psychology, Institute of Aerospace Medicine, IAF, Vimanapura (PO), Bangalore Google Scholar More about the auther

, Pavithra Raj

Research Scholar, Department of Psychology, Bharathiar University, Coimbatore Google Scholar More about the auther

DIP: 18.01.016/20150203

DOI: 10.25215/0203.016

ABSTRACT

Emotional Intelligence (EI) is considered as a successful predictor of academic achievement. Researchers have claimed that EI predicts success in schools/colleges/universities. The present study is an attempt in this direction. Three hundred Post-graduate girl Psychology students, studying at Indian Institute of Psychological Research, Bangalore, constituted as a sample for the present study. The students were administered with Emotional Intelligence Scale to measure their EI. EI score were compared with final semester examination marks. EI in its five domains such as Self-recognition, Self-regulation, Self-motivation, Empathy and Handling relations was positively associated with academic achievement. Over all EI score showed that 23% of the students were emotionally intelligent and excellent on academic achievement. Students, who were high on EI, were academically excellent. Results clearly indicated that there is a significant difference (P > 0.0001) existing between the EI and academic achievement among college students. EI played a major role in promoting academic achievement among college students. Also, the study has brought out the fact that the emotional well being could be emphasized on academic achievement

Responding Author Information

Pavithra Raj @ pavithra.raj@hotmail.com

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.016/20150203

DOI: 10.25215/0203.016

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Published in   Volume 02, Issue 3, April-June, 2015

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