Academic journal article Pakistan Journal of Psychology

Exploring Determinants of Academic Achievement among College Students of Age between 16-18 Years

Academic journal article Pakistan Journal of Psychology

Exploring Determinants of Academic Achievement among College Students of Age between 16-18 Years

Article excerpt

Byline: Hina Imran, Zaeema Riaz and Tariq Mehmood


This study was designed to assess the effect of emotional intelligence and self esteem on academic achievement of adolescents. It was hypothesized that: "Emotional Intelligence and self esteem would predict academic achievement of adolescents". The sample consisted of 112 college g oing adolescent students (61 males and 51 females) between age ranges of 16 to 18 years. Entire sample was recruited from middle socio economic status. Initially the participants were requested to fill the demographic form and then to measure the level of Emotional Intelligence and Self Esteem, the Trait Emotional Intelligence Questionnaire (TEIQue-SF; Petrides, and Furnham, 2003) and Rosenberg Self Esteem Scale (Rosenberg, 1965) was administered respectively. Multiple regression analysis was used in order to explore the predictive relationship of Emotional Intelligence and Self esteem with academic achievement. Results showed Emotional Intelligence and Self Esteem as significant predictors of academic achievement [R2 =.156, F (2, 109) = 10.067, p less than .001)].


Gallagher (2005) defines emotional intelligence as "the ability to utilize personal and others feelings and emotional aspects and make its application feasible to guide cognitions and behavior. Emotional Intelligence is "multifactorial arrays of interrelated emotional, p ersonal, and social abilities that help us to cope with daily demands" (Bar-On, 1 997). Cooper, (1997) stated the significance of emotional intelligence in such a way that "experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low [emotional intelligence] EQ". One of the basic components of emotional intel ligence is individual's capacity to recognize and understand personal emotions and others emotional level (Schutte, Malouff, Simunek, Mchenlly and Hollander, 2002), thus individual with high emotional intelligence, he or she would demonstrate social skills in better way and deal stressors appropriately.

The significance of emotional intelligence in predicting academic achievement has been discussed by various researches. According to Gardner (2006), higher emotional intelligence is a key to success in every field of life including academic success and better mental health. Some neuroscientists and educationists also argued that the occurrence of learning is dependable on the emotion and that emotional links play crucial role in memory, reasoning and deep learning. While as Ghosn (1999) reported that children's low emotional well-being is potentially negative not only for academic achievement but personal relationship as well.

Recent research work by Parker, Summerfield, Hogan and Mjeski (2002), revealed the fact that numerous emotional and social capabilities play vital role as predictors of academic success, others opposes like Finnegan (1998), that the environment of school facilitate students in attainment of those capabilities underlying the emotional intelligence, this learning plays significant role in the formal education of the child. In fact, recently the researches were attracted and developed interest in study emotional intelligence in relation of academic performance or career success.

Emotional intelligence is also a very important aspect for mental health. According to Hamachek (2000, cited in Ahmad, Imran and Mahmood, 2009), the development of emotional intelligence has its significance in exploring one self in different life situations. This self understanding makes a person's mental health positive and better. Perception and understanding of emotions of high emotionally intelligent people tend to prevent maladaptive emotional states such as mood and anxiety. High emotional intelligence also contributes to positive self esteem. In a study conducted by Ahmad, Imran and Mahmood (2009) on adolescents of age 16-18 years found that self esteem is positively related to emotional intelligence. …

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