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The Impact of Emotional Intelligence on Academic Performance among young Adult’s

Chapter 1:
Introduction

Emotional intelligence (EI) has garnered increasing attention as a critical factor influencing
personal and professional success. Among young adults, especially those in academic settings,
EI plays a pivotal role in shaping not only interpersonal relationships but also cognitive and
behavioral outcomes. This thesis explores the impact of EI on academic performance among
young adults aged 18–25. By synthesizing existing research and employing a mixed-methods
approach, this study investigates how components of EI—such as self-awareness, self-regulation,
motivation, empathy, and social skills—affect academic achievement. The findings aim to
highlight the significance of EI as an essential competency for educational success, with
implications for curriculum design, policy-making, and student support services.

Emotional intelligence (EI) refers to the ability to identify, understand, manage, and influence
emotions effectively (Goleman). It encompasses skills such as emotional awareness, self-
regulation, and empathy, which are essential for navigating complex social and academic
environments. Over the past decade, research has increasingly linked EI to various life outcomes,
including mental health, workplace success, and academic performance (MacCann, Jiang et al.
2020)

Emotional intelligence (EI) is a multifaceted construct that encompasses the ability to perceive,
understand, manage, and utilize emotions effectively in oneself and others. From a thesis
perspective, EI can be explored through various dimensions, including self-awareness, self-
regulation, motivation, empathy, and social skills. Self-awareness involves recognizing one's
own emotions and their impact on thoughts and behavior. This awareness is crucial for personal
growth and effective decision-making. Self-regulation, on the other hand, refers to the ability to
manage and control one's emotions, particularly in stressful situations. It involves techniques
such as mindfulness, cognitive reappraisal, and emotional suppression to maintain emotional
stability and resilience.

Motivation, as a component of EI, is characterized by the drive to achieve goals and maintain a
positive outlook despite challenges. It involves intrinsic motivation, which is driven by internal
rewards such as personal satisfaction and fulfillment, and extrinsic motivation, which is
influenced by external factors such as recognition and rewards. Empathy, another critical aspect
of EI, is the ability to understand and share the feelings of others. It involves perspective-taking,
emotional resonance, and compassionate responses, which are essential for building strong
interpersonal relationships and fostering a supportive social environment.
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Variable
In research investigating the impact of emotional intelligence (EI) on academic performance
among young adults, the independent variable is emotional intelligence, and the dependent
variable is academic performance. The link between these variables can be described as
follows:

Emotional Intelligence (EI) as the Independent Variable

Emotional intelligence encompasses an individual's ability to:

 Recognize and understand their own emotions (self-awareness).

 Regulate emotions effectively (self-regulation).
 Motivate themselves to achieve goals (intrinsic motivation).
 Recognize and empathize with others' emotions (social awareness).
 Manage relationships constructively (social skills).

Academic Performance as the Dependent Variable

Academic performance is often measured through indicators such as:

 Grade Point Average (GPA).

 Test scores.
 Classroom participation and engagement.
 Completion of academic tasks.

Hypothesis

1. H1: There is a significant positive relationship between emotional intelligence and

academic performance among young adults.
2. H2: Self-regulation and motivation are the most influential components of EI on
academic success.
3. H3: Emotional intelligence training programs lead to measurable improvements in
academic performance.
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Research Objectives

1. To investigate the relationship between EI and academic performance among young

adults.
2. To identify which components of EI have the most significant influence on academic
success.
3. To explore potential interventions that can enhance EI and thereby improve academic
outcomes.

Research Questions
1. What is the relationship between EI and academic performance in young adults?
2. How do specific EI components (e.g., self-regulation, motivation) influence academic
outcomes?
3. Can EI training programs improve academic performance?
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Chapter 2:

Literature review

Studies have consistently shown a positive relationship between EI and academic

performance. For instance, MacCann et al. (2015) found that higher EI is associated with better
grades and greater academic engagement. Students with higher EI are better able to manage
stress, adapt to challenging situations, and maintain focus on their academic goals. These
findings are echoed by Perera and DiGiacomo (2017), who reported that EI contributes to
improved time management, problem-solving, and resilience—all of which are critical for
academic success.

Perera and DiGiacomo (2017): A meta-analytic review revealed that EI significantly enhances
academic performance through improved emotional regulation and interpersonal relationships.
Alghamdi et al. (2023): This longitudinal study demonstrated that EI training programs
significantly enhance both academic and social outcomes among university students. The
research suggests that structured EI interventions can yield measurable improvements in GPA
and overall well-being. Sanchez-Ruiz et al. (2020): This study explored the role of cultural and
socioeconomic factors in moderating the relationship between EI and academic performance. It
found that the impact of EI is more pronounced in supportive academic environments.

Despite the wealth of research, several gaps remain in the understanding of EI’s impact on
academic performance. Firstly, limited attention has been given to the role of demographic
factors such as cultural background, gender, and socioeconomic status in moderating this
relationship. For instance, Sanchez-Ruiz et al. (2020) suggested that cultural influences might
shape how EI manifests and impacts academic outcomes. Secondly, the long-term effects of EI
training programs on academic success have yet to be extensively studied. While studies like
Alghamdi et al. (2023) provide promising insights, further research is needed to determine the
sustainability of these interventions. Finally, there is a lack of exploration into the specific
mechanisms through which EI influences academic behaviors, such as goal-setting,
perseverance, and collaboration.
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Reference

1. Alghamdi, F. M., Aljohani, M. S., & Asiri, A. (2023). Emotional intelligence training and
academic achievement: Evidence from a longitudinal study. Journal of Psychological
Studies, 52(4), 232–245.
2. Aydogdu, S. (2021). Emotional intelligence as a predictor of academic success: A study
on university students. Journal of Educational Sciences, 45(2), 150–162.
3. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam
Books.
4. MacCann, C., Fogarty, G. J., Zeidner, M., & Roberts, R. D. (2015). Coping mediates the
relationship between emotional intelligence (EI) and academic achievement.
Contemporary Educational Psychology, 41, 153–163.
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Emotional Intelligence Scale

Instructions: Indicate the extent to which each item applies to you using the following scale:

1 = strongly disagree

2 = disagree

3 = neither disagree nor agree

4 = agree

5 = strongly agree

1. I am aware of how my emotions affect my ability to focus on academic tasks. ________

2. I can identify when stress impacts my academic performance. ________

3. I recognize how my emotions influence my interactions with classmates and instructors. -

________

4. I understand how my personal strengths contribute to my academic success. ________

5. I know how to manage my weaknesses to avoid academic challenges. ________

6. I can control my emotions when faced with academic setbacks. ________

7. I stay calm during exams or when preparing for assignments. ________

8. I manage my time effectively, even when I feel overwhelmed. ________

9. I can avoid distractions and stay on track with my studies. ________

10. I adapt well to changes in academic schedules or unexpected challenges. ________

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11. I set clear academic goals for myself and strive to achieve them. ________

12. I remain determined, even when academic tasks seem difficult. ________

13. I use failures as opportunities to improve my academic performance. ________

14. I find joy in learning and exploring new academic topics. ________

15. I celebrate my academic successes, no matter how small. ________

16. I understand how my peers feel about academic pressures. ________

17. I actively listen to classmates when they share their academic concerns. ________

18. I can provide emotional support to friends struggling with their studies. ________

19. I am sensitive to group dynamics when working on academic projects. ________

20. I try to understand how my professors feel about my performance or participation.

________
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Academic Performance Scale

Instructions: Indicate the extent to which each item applies to you using the following scale:

1= strongly disagree

2 = disagree

3 = neither disagree nor agree

4 = agree

5 = strongly agree

1. I complete assignments before the deadline. _______

2. I effectively plan my time to balance academics and other commitments. _______

3. I create and follow a study schedule to prepare for exams. _______

4. I avoid procrastination when working on academic tasks. _______

5. I can manage my time effectively during peak academic periods. _______

6. I set clear academic goals for myself each semester. _______

7. I stay motivated to achieve my academic objectives, even when challenges arise.

_______

8. I find meaning in the subjects I study and pursue them with interest. _______

9. I regularly monitor my progress toward achieving academic goals. _______

10. I reward myself for completing significant academic milestones. _______

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11. I consistently review my course materials after class. _______

12. I actively participate in class discussions and activities. _______

13. I take effective notes during lectures to support my learning. _______

14. I use a variety of resources (e.g., textbooks, online materials, library) to deepen my
understanding. _______
15. I allocate sufficient time for studying each day or week. _______
16. I can break complex academic tasks into manageable steps. _______
17. I seek to understand the underlying concepts rather than just memorizing information.
_______
18. I apply critical thinking to analyze and solve academic problems. _______
19. I relate new knowledge to what I have already learned. _______
20. I can effectively summarize and synthesize information from multiple sources. _______

MacCann, C., et al. (2020). "Emotional intelligence predicts academic performance: A meta-analysis."
146(2): 150.