Emotional Intelligence and Academic Achievement among College Students of Pre-Medical and Pre-Engineering

Abstract

Aim of the Study: Emotional intelligence (EI) has been gaining increasing attention as an important factor that can influence academic achievement among college students. The ability to recognize, understand and manage one's own emotions as well as those of others has been linked to improved academic performance and overall success in life. The current research purported to examine the association between emotional intelligence and academic achievement of female college students of pre-medical and pre-engineering.

Methodology: The present correlational research was consisted of 100 participants including 50 female students of pre-medical and 50 female students of pre-engineering. Emotional intelligence was measured by Schutte Self Report Emotional Intelligence Test (SSEIT) developed by Schutte in 1998 (SSEIT, a= 0.96). Academic achievement was measured through pre-medical and pre-engineering grades of female students.

Findings: ANOVA was used to measure difference of emotional intelligence among female students of different academic grades p< 0.01. Independent t-test was used to measure difference of emotional intelligence among female students of pre-medical and pre-engineering t=7.05 with p<0.01 and also used to measure difference of emotional intelligence among students of nuclear and joint family system t = -2.30 with p<0.01.

Conclusion: The findings showed that female college students' academic performance and emotional intelligence differed significantly. The results indicated that undergraduate students' academic performance might be further improved by further enhancing their emotional intelligence.