The Relationship Between Emotional Intelligence  and Academic Achievement Among Undergraduate Students in Kazakhstan

Fillipova, Lyudmila; Bilyalov, Darkhan

doi:10.32014/2020.2518-1467.127

Cited by 1 publication

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“…However, Fahim and Pishghadam (2007) focused only on English major students, and though confirming the association between intrapersonal, stress management, and AA, presented the third associative dimension as general mood competencies rather than adaptability. In another study, Fillipova and Bilyalov (2020) found that although self-management and intrapersonal components positively correlate with and predict AA, the interpersonal component poses a negative correlation, revealing that not all aspects of EQ can be a predictor of students’ success.…”

Section: Review Of Literaturementioning

confidence: 96%

Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students’ academic success?

et al. 2022

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The primary aim of this study was to determine the role of psychometric intelligence (IQ), emotional intelligence (EQ), and emo-sensory intelligence (ESQ) in university students’ academic achievement. To this end, 212 university students at different academic levels, composed of 154 females and 58 males, were asked to complete the Raven’s Progressive Matrices, the Bar-On Emotional Quotient Inventory, and the Emo-Sensory Intelligence Scale. Data were then matched with students’ Grade Point Averages as a measure of their academic achievement. The results revealed that students’ level of IQ and EQ could positively predict their academic achievement. In the case of their ESQ level, its auditory sub-component was found to be a positive predictor of academic success. Results were discussed, and possible implications and applications for increasing students’ chances for success were presented.

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Section: Review Of Literaturementioning

confidence: 96%