Effect of Emotional Intelligence on Academic Achievement

Abstract

In the present experiential study, the role of emotional intelligence, gender and school type of students in determining academic achievement has been studied. In this study, 90 students and 90 girls were selected from two types of schools- non-government and government, and they were administered Mars and Mars Emotional Intelligence Scale. Based on the scores, two groups of emotional intelligence (low and high) were formed. Thus, 2x2c2 factor design was used in the study. The three-dimensional variance analysis was carried out by taking the marks obtained in the annual examination of the selected subjects as academic achievement. Simultaneously, regression analysis was carried out taking various components of emotional intelligence and gender and school type of students as independent variables. It is clear from the result that the achievement of the students of the non-government school was found to be higher than the students of the government school. Whereas, the higher the emotional intelligence, the lower the level of academic achievement. The results of regression analysis revealed that the role of inter-person awareness, a component of emotional intelligence with school, is negative in terms of academic achievement, while the role of intra-personal awareness, intra-personal management and inter-person management was found to be significant.