Emotional Intelligence and Gender as Predictors of Academic Achievement among Some University Students in Barbados

Abstract

<p>This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados<em>. </em>Results<strong> </strong>revealed<strong> </strong>significant positive and negative correlations among academic achievement, emotional intelligence components and gender. Additionally, using the stepwise multiple regression analysis, it was found that emotional intelligence contributed 40% (Rsq= 0.396) to the variance in academic achievement while simple regression analysis revealed that gender also contributed 5% (Rsq =0.048) to academic achievement and these results were significant indicating that both emotional intelligence and gender predicted academic achievement but emotional intelligence was a better predictor of academic achievement than gender. The Independent t-test analysis also revealed gender disparity in academic achievement and attending to emotions in favour of girls. These findings were discussed in the paper.</p

The Relationship between Emotional Intelligence and Academic Achievements in Males and Females in Egyptian Context

“…Emotional competence enables higher EI students to control and regulate their emotions during study and class times; consequently they can pursue their academic goals and achieve better than lower EI students. This result support findings reached by Parveen et al (2012) and Fayombo (2012) which indicated that if students are emotionally unstable, it will affect their academic performance and if they are emotionally stable, they will definitely highlight good academic results.…”

“…Only three elements of emotional intelligence which are self-awareness, self motivation and empathy accounted for 8.7% of variation in academic achievement. Fayombo (2012) found that emotional intelligence contributed 40% to the variance in academic achievement and thus it was a better predictor of academic achievement than gender. Nasir and Masrur (2010) conducted a correlational study in which emotional intelligence was found to be a significant predictor of academic achievement.…”

The Relationship between Emotional Intelligence Levels and Academic Achievement

“…MacCann, Fogarty, Zeidner ve Roberts (2011) Amerika'da kolej öğrencilerine Mayer, Salovey, Caruso ve Sitarenios'un (2003) geliştirmiş olduğu ölçeği kullanarak yapmış oldukları çalışmalarında ise duygusal zekânın algılama, kolaylaştırıcı, anlama ve yönetim boyutlarının genel akademik başarıyla ilişkili olduğunu tespit etmişlerdir. Üniversite psikoloji bölümü öğrencilerine yönelik yapılan bir başka çalışmada (Fayombo, 2012) duygusal zekânın akademik başarıdaki toplam varyansın önemli sayılabilecek kısmını açıkladığı görülmüştür.…”

The Relationship Between Emotional Intelligence and Burnout Levels Among Architecture Students

“…(Erbil, 2015;Nazidizajia et al, 2014;Birer, 2012;Kavcar, 2011;Afolabi et al, 2009;Newsome et al, 2000;Fallahzadeh, 2011;Fayombo, 2012;Diken, 2007;Yılmaz, 2007;Otacioğlu, 2009;Arli, Altunay and Yalcinkaya, 2011;Kenarli, 2007;Olson, 2008;Bradshaw, 2008;Colston, 2008;Izaguirre, 2008;Holt, 2007;Evenson, 2008;Walker, 2006;Fruh, 2006;Drago, 2004, Parker et al, 2004Vela, 2003). Some of these studies have found that there is a correlation between emotional intelligence and academic achievement or that emotional intelligence is a determinant of academic achievement.…”