Relationship between Emotional Intelligence and the Academic Achievement among College Students

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

EI appears to be a core ingredient that, when developed and well employed, has wide ranging benefits for learning, relationship and wellness Academic achievement and academic performance have been determined by variables such as family, school, society and motivational factors (Aremu, 2004). Dr Parthasarathy (2000), HOD, Dept. of Social Work, NIMHANS, has highlighted the role of parents and teachers in cultivating emotional intelligence (Attaches as Appendix). Jaeger (2003) delineated the fact that EI and academic achievement are positively correlated. Abisamra (2000) reported that there is a positive relationship between academic achievement and EI. Majority of the research suggests that EI abilities lead to superior performance even in the most intellectual career. EI predicts academic achievement (Zee, et al., (2000); Parker, et a;., 2004; Marquez Martin, et al., 2006). The present study was carried out to test this assertion on final year Postgraduate Psychology girl students. .

AIM
Aim of the present study was to find out the relationship between EI and academic achievement among college students OBJECTIVE EI plays a major role in the academic achievement. Once it is identified at an early stage, students can be helped to develop EI so that they will be successful in the academic achievement.
The other objectives were to assess the relative effect of the measured EI with regard to five dimensions of EI such as Self-recognition, Self-regulation, Self-motivation, Empathy and Handling relationship to academic achievement, Development of EI reduces attrition rate among college students. Emotionally intelligent student can work efficiently in the workplace.

MATERIALS AND METHOD
Three hundred healthy and well motivated final year, M.Sc., Psychology girl students, age ranging from 23 to 25 years, studying at Indian Institute of Psychological Research, Bangalore, constituted as a sample for the present study (Table 1).. the sample selected for the study was a homogeneous sample. Students were administered with Emotional Intelligence Scale to measure EI. All the girl students were studying psychology as a main discipline in Post -graduation, hence, the sample selected for the study was homogenous sample.
Short details of the psychological test, is as follows: Emotional Intelligence Scale (EIS) has been developed by Schutle et al., (1998) to measure emotional intelligence. It is a five point rating scale and the ratings are Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree, which measures five domains of EI such as Selfrecognition (knowing your emotions), Self-regulation (managing your emotions), Selfmotivation (motivating yourself) Empathy (recognizing and understanding others emotions) and Handling relations (managing emotions of others). College students are asked to record their responses on a separate answer sheet. There are 33 items and usually it takes 20 minutes to complete the test. Scoring: Each correct answer is awarded with marks. Minimum raw score is 33 and the maximum 165. Out of 33, seventeen items are reverse scored and they are 1, 3, 5-10, 12-13, 16-19, 24, 29, 30. All the other items are taken as it is (straight sixteen items).

Ratings
Positive Responses Negative Responses The items are scored domain wise. The Overall score gives Emotional Quotient of the student. Higher the score, higher the Emotional Intelligence Over all EI score was compared with final semester examination marks of the college students to find out the relationship, if any, between EI and academic achievement. The data thus collected were subjected to ANNOVA to find out the relationship, if any, between EI and academic achievement

RESULTS AND DISCUSSION
Results of the present study were discussed in Tables 2 to 7 and Figures 1   The mean marks obtained from Selfrecognition, a dimension of EI, were compared with the academic performance. It was seen from the Table 2 that 69 girls are High (Very good), 160 are Moderate (Average) and 71 are Low (Poor) on Self-recognition dimension of EI. Similarly, girl students scored 73.92 as a mean score in the Very good category, 68.94 in the Average category and 60.75 in the Poor category on academic performance. The calculated F-Value, 14.105 was greater than the Tabular value, hence, there was a significant difference (P < 0.01) existing between the EI and academic achievement. The students, who were high on EI were also Very good in their academic achievement. Results of the present study were corroborated with the findings of Abisamra (2000), Zee, et al., (2000) and Aremu (2004). The mean marks obtained from the academic performance were compared with the Selfregulation, a dimension of EI. Table 3 showed that 65 girls are High (Very good), 149 are Moderate (Average) and 86 are Low (Poor) on Self-regulation dimension of EI. Similarly, girl students scored 75.04 as a mean score in the Very good category, 68.22 in the Average category and 65.16 in the Poor category on academic performance. The calculated F -Value, 14.274, was greater than the tabular value, hence, there was a significant difference (P < 0.01) existing between the EI and academic achievement. The students, who were high on EI were also Very good in their academic achievement. Results of the present study were corroborated with the research conducted by Abisamra (2000), Zee, et al., (2000) and Aremu (2004). The mean marks obtained from the academic performance were compared with the Selfmotivation, a dimension of EI. Table 4 showed that 50 girls are High (Very good), 177 are Moderate (Average) and 73 Low (Poor) on Self-motivation dimension of EI. Similarly, girl students scored 73.82 as a mean score in the Very good category, 69.22 in the Average category and 68.66 in the Poor category on academic performance. The calculated F -Value, 5.901, was greater than the tabular value, hence, there was a significant difference (P < 0.01) existing between the EI and academic achievement. The students, who were high on EI were also Very good in their academic achievement. Results of the present study were corroborated with the research conducted by Abisamra (2000), Zee, et al., (2000) and Aremu (2004).  9.753 calculated to determine relative effective of the Empathya domain of EI on achievement was significant at 1% level. Also the Table 5 indicated that score of 72.66 was scored by the students possessing high score on Empathy. The students, who were high on EI were also Very good in their academic achievement. Results of the present study were corroborated with the research conducted by Abisamra (2000), Zee, et al., (2000) and Aremu (2004).  Table 6 that 65 girls are High (Very good), 148 are Moderate (Average) and 87 are Low (Poor) on Self-regulation dimension of EI. Similarly, girl students scored 75.40 as a mean score in the Very good category, 69.22 in the Average category and 64..0 in the Poor category on academic performance. There was a significant difference (P < 0.01) existing between the EI and academic achievement. The students, who were high on EI were also Very good in their academic achievement. Results of the present study were corroborated with the research conducted by Abisamra (2000), Zee, et al., (2000) and Aremu (2004).  Table 7 showed Handling relations between EI and academic achievement. Overall 69 girls were Very good with the mean score of 81.10. The mean score was found to be decreasing gradually with reference to the EI. F-Value indicates that there was a significant difference (P > 0.01) existing between the EI and academic achievement. Results of the present study were corroborated with the research conducted by Abisamra (2000), Zee, et al., (2000) and Aremu (2004). An emotionally intelligent student can use such skills to overcome stress and anxiety associated with test taking situation and workplace. 1-Self-recognition, 2. Self-regulation, 3. Self-motivation, 4. Empathy and 5. Handling relations

SUMMARY AND CONCLUSIONS
EI appears to be a core ingredient that, when developed and well employed, has wide ranging benefits for learning, relationship and wellness. Academic achievement and academic performance have been determined by variables such as family, school, society and motivational factors. However, EI plays a major role in the Academic achievement and academic performance. Hence, the present study was undertaken to find out the relationship between EI and academic achievement among Post-graduate girl students because level of maturity will be more. Psychology students were selected because they are going to be mental health care professionals.
The following conclusions are drawn from the present study:

1.
EI predicts success in academic performance of the girl students 2.
EI domains such as Self-recognition, Self-regulation, Self-motivation, Empathy and Handling Relations have a strong and positive relationship on the academic achievement of the girl students 3.
Higher level of EI would improve employee performance and interaction in the workplace 4.
Educational psychologist should encourage the development of a strong achievement motivation in the students through counselling / intervention programmes and enabling environment 5.
EI promotes not only academic achievement but also success in the family / workplace