The study was conducted by Nwadinigwe

The study was conducted by Nwadinigwe

The study was conducted by Nwadinigwe, and Azuka-Obieke, (2012) to investigate the impact of emotional intelligence on academic achievement of senior secondary school students in Lagos, Nigeria. The purpose of the study was to examine the relationship between emotional intelligence and academic achievement among senior secondary school students. Two research hypotheses were formulated to guide the study.
There is no significant difference in post-test scores on academic achievement of participants in the experimental groups
There is no significant relationship between emotional intelligence skills and academic achievement among participants in the experimental groups.
The study revealed that there is a positive relationship between emotional intelligence skills and academic achievement such that developing emotional intelligence skills of a student will lead to the enhancement of his/her academic achievement. Thus, there is the need to inculcate the development of emotional intelligence skills into the school curriculum.
Goleman (2004) thinks that emotional intelligence is a skill that anyone who owns it tries to control his life with self-awareness and improve it with self-management and perceive its effects through sympathy or by managing the relations he tries to improve his or others’ moral.
Mayer and Salovey (2008) thinks that emotional intelligence is the ability of recognition, evaluation and expressing emotions, the ability of controlling emotions to improve the growth of emotion and allocation.
Bar-On (2000) has stated that emotional intelligence is a factor of abilities, satisfactoriness, and unknown skill that affects the ability of individuals to succeed in overcoming stress and environmental stress.
Antonakis (2009) thinks that emotional intelligence includes innate factors (self awareness, self control, feeling independence and capacity), and external factors (relationship, ease in sympathy and cooperation). According to Petrides and Furnham (2000), due to different reasons such as the difference among people who are engaged in this concept, there are different definitions of emotional intelligence but most of the definitions focus on ability, traits and synthetic pattern. Research evidence demonstrating the predictive effects of emotional intelligence on academic achievement is growing enormously.
Parker, Pau et al. (2004) and Swart (1996), determines a strong indication that emotional intelligence is predictive of academic success in several studies. They found that students with a high level of emotional intelligence were more likely to deal with difficult situations, social and interpersonal, organization and time management skills. Whereas, low emotionally intelligent students were more likely to engage in health damaging behavior.
Mathur, Dube and Mallhotra (2003) have studied the relationship between emotional intelligence and academic achievement. Data was collected on a sample of 83 adolescents (boys and girls) from a local public school. Results revealed that emotional intelligence responsible for academic achievement. Parker (2004) has studied on the relationship between emotional intelligence and academic achievement and he found that academic success is strongly associated with emotional intelligence.
Austin, Evans, Magnus and O’Hanlon (2007) have done a preliminary study on emotional intelligence and examination performance among medical students. In order to find out whether EI is related to academic success, questionnaires assessing EI is made and completed by students. Associations of EI with academic success were examined using Pearson correlation. Results showed that there is correlation between emotional intelligence and academic performance.
Bansal (2007) have made a study among a sample of 200 male students of the age group of 15 to 18 years, studying in eleventh class of the intermediate colleges. Results show that high positive correlation was found between science achievement and emotional intelligence.
According to the studies done by Sally, (2002), Wolf, Pescoshodo, Druskat, (2002), emotional intelligence skills add to and strengthen the critical cognitive problem solving skill of pattern recognition and perspective taking. Understanding emotions and feelings
students to give their best potential in the classroom. Students who think negatively cannot concentrate for a long time and have more difficulty in reaching their potential than others.
Carpara and his colleagues (2000) conducted a study on relationship between Emotional Intelligence and Academic Achievement in the journal, Psychological Science (July 2000, Vol. 11, No. 4, pp. 302), found that emotional intelligence skills actually were a major significant predictor of later academic achievement. The research shows that there is a strong connection between emotional intelligence and academic achievement.
The results found from the work of Emeke, Adeoye and Torubelli (2006) in their study of locus of control, self-concept and emotional intelligence as correlates of academic achievement among adolescents in senior secondary schools using 600 adolescents when they found that emotional intelligence significantly correlates with improvement in academic achievement of the participants. From the finding of a study on relationship between emotional intelligence and educational achievement, presented at The British Psychological Society’s Education Section Annual Conference, posted in internet, emotional intelligence predicts exam success.
In British Psychological Society (2008), a significant correlation was found between boys’ emotional intelligence and their English scores, boys with higher emotional intelligence scores doing better in the exams. While for girls, a relationship between emotional intelligence and their Science scores was discovered; girls with higher emotional intelligence scores did better in the exam.
Oyinloye (2005) attributes the problem of poor academic achievement to low level of emotional intelligence among secondary school students. He believes that “students who lack emotional intelligence show some adjusted challenges or in some ways fail to handle effectively the demands of school work. Such students might be said to have little or no emotional intelligence and may not be capable of attaining personal goals which include high academic achievement.”
According to Nelson and Low (2003). It is apparent that the primary focus of education is academic performance that has been measured using traditional Intelligence tests or other forms of standardized examination, and schools cannot ignore or neglect the development of emotional domains and other personal factors contributing to the success of students. Educators need to build high-achieving, productive and healthy students, which can be achieved through a balance in the cognitive and emotional domains of learning.
Epstein (1998) and Le Doux (2002) suggest that both the cognitive and the emotional domains of student’s academic growth should be the major goal for educating students. Cherniss (2004) stated the importance of emotional intelligence is necessary in improving performance and psychological well-being in school work. Vela ( 2003), If emotional intelligence skills are developed, strengthened and enhanced, students may show increased levels of personal, academic and career achievement.
Edun and Akanji (2008) asserted that poor academic achievement among our students is usually because of the school authority and teachers’ attitude to their work.
Barchard, Brackett & Mayer (2003), Lam & Kirby, (2002), have found positive correlations between EI and grades for college students. Parker, Summerfeldt, Hogan & Majeski, (2004) have found a positive relationship between emotional intelligence and academic success for high school students.
A study was conducted by Petrides, Sangareau, Furnham, & Frederickson, (2006) on trait emotional intelligence and children’s peer relations and they hypothesized that children with high emotional intelligence are more cooperative, less aggressive and less disruptive behavior and the results of this study proved all these hypotheses so it means that emotional intelligence effects the behavior of pupils at school and in turn it effects the academic performance of pupils as well.
Another study conducted by Petrides, Fredrickson and Furnhum (2004) on the role of trait emotional intelligence in academic performance and deviant behavior at school and they want to investigate the relationship between trait emotional intelligence and academic performance, secondly they want to check that whether trait EI associates with deviant behavior i.e. absenteeism and disobedience at secondary level.
The results shows that there is no considerable effects of trait EI on academic performance in math’s and science but it moderates the effect of IQ and overall performance. Secondly the findings shows that low EI students are more frequently absent from school so it means that trait EI effects deviant behavior of students. Mahanaz, Saeidi, Farahnaz, Rimani Nikou. (2012), conduct a research to investigate the relationship between Iranian EFL teachers’ emotional intelligence and their students’ language achievement as well as the students’ attitudes towards teaching/learning process and EFL classroom environment considering their teachers’ emotional intelligence. To this end, twenty seven EFL teachers teaching in Iran’s educational department were selected as the participants. To elicit data, the study used EQ-I scale (Bar-on, 1997), a questionnaire developed by the researcher to elicit the participants’ attitudes regarding language learning experience and a researcher-made questionnaire to elicit EFL teachers’ prevalent method to teach in their classes in order to ascertain teachers’ homogeneity in their methodology. The data analysis through correlation coefficient and t-test indicated that there is a significant relationship between EFL teachers’ emotional intelligence and their students’ language achievement. That is, the higher teachers’ emotional intelligence, the more students’ language achievement. Also, research findings confirm a significant difference between the attitude of the learners with highly-rated emotional intelligence teachers and those with low-rated emotional intelligence teachers. The findings can be helpful both for EFL teachers and official to develop teacher training course.
Thomas Jarvis (2010), research investigates a link between emotional intelligence and academic retention and success. There was further evidence to suggest that emotional intelligence could be increased through interventions. The goal of the current study was to assess the effectiveness in improving retention by adding an emotional intelligence curriculum in first semester college course. The effectiveness of the emotional intelligence modified course was assessed by comparing retention and GPA in subsequent semesters between students who had or had not taken the modified course. The results do not support the hypothesis that taking the modified course produces better retention or higher GPA. From the related literature it is concluded that emotional intelligence is a predictor of academic achievement.


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