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

By Imran, Hina; Riaz, Zaeema et al. | Pakistan Journal of Psychology, June 30, 2010 | Go to article overview

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


Imran, Hina, Riaz, Zaeema, Mehmood, Tariq, Pakistan Journal of Psychology


Byline: Hina Imran, Zaeema Riaz and Tariq Mehmood

ABSTRACT

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)].

INTRODUCTION

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. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

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

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.