The Role Of Emotional Intelligence In Facilitating Academic Achievement

Role of Emotional Intelligence in Facilitating Academic Achievement

Emotional Intelligence Model

 Does emotional intelligence play a role in facilitating academic achievement?

Perera and DiGiacomo (2013) stated that is the approach through which a person manage their emotions, recognizing others emotions also and ability to discern between different feelings. Qualter et al. (2012) also depict that emotional intelligence is also known as Emotional Quotient (EQ). Richardson et al. (2012) portrays that many educationist present an argument that student should taught about emotional intelligence with the same priority with which other syllabus are taught in the class. These experts stated that there is a link between the motional intelligence on the ability of the student to focus in the class. Qualter et al. (2012) also present a statement that student with low emotional intelligence, have to struggle to get the concept that is given to them or taught by their teachers. A student with low emotional intelligence intends to have poor communication and aggression which not allow them to make friendship with other peers (Sanchez-Ruiz et al., 2013) stated that family dynamics also pay a role in enhancing the emotional intelligence in the student. However, this EI knowledge is crucial to maintain by teachers from the pre-school or elementary school phases.  

The prime objective of this literature review is to illustrate the role of emotional intelligence play in facilitating academic achievement. This literature will also highlight the description of emotional intelligence and the factors that can explain emotional intelligence. The discussion will furthermore highlight the measuring factor for academic achievement and lastly the impact of emotional intelligence on academic achievement in order to shows whether or not emotional intelligence has a role to play on academic achievement.

Emotional intelligence model

Mayer and Salovey Model of Emotional Intelligence (PUUM model)

This model has five stages- perception, using emotions, understanding emotions and managing emotions.

Image 1: Mayer and Salovey Model (PUUM model) of Emotional Intelligence

(Source: Hutchinson et al., 2017)

Perception- People here understands their emotions and accurately perceives what they desire to achieve and accomplish. This includes body language and verbal expressions. Abshor (2017) stated that through tonal voice and sarcastic answers can be used as factor through which perception can be measured. Hutchinson et al. (2017) argued that it also defines whether or not a person is over analyzing the words between the lines.

Use- This aspect highlights using the emotional ability to promote the thinking of a person. This also include the what information to be paid more attention and this increase the ability to prioritizes the task (Han & Johnson, 2012).

Factors considered explaining emotional intelligence

Understand- Schutte et al. (2013) stated that this aspect highlights understand owns emotions and that of the others. This undemanding should be used to understand the cause of the emotions so that they can get to know each other better. 

Manage- This is the most crucial part of the emotional intelligence theory that highlight regulations of own emotions, appropriate response and then responding to the other’s emotions (Codier & Odell, 2014).

Factors considered explaining emotional intelligence

There are several factors that impact the emotional intelligence (EI) or explain EI. These factors are recognition and regulations (Corcoran & Tormey, 2013). Mohzan et al. (2013) furthermore stated that recognition illustrates the aspect of self-awareness. This self-awareness in student can be boosted through emotional self-awareness and self-confidence Schutte et al. (2013). The factor ‘regulation’ highlighted the aspect of self-management that can further categorize as self-control, conscientiousness, adaptability and initiative taken by the individual for themselves and others.

Self-Awareness

Emotional self-awareness- Hutchinson et al. (2017) stated that if a person is able to understand their own emotions and how their emotions impacted their behavior, it can be said that the individual is aware of their emotions. Abshor (2017) depicted that if a person have emotional self-awareness, they are able to judge their feeling a particular time and also find a link between the think they have thought and the action they take. These individual are able to judge what emption will allow them to concentrate on their students or the task that has given to them. 

Self-confidence- Self-confidence is different from self-awareness in terms of that confidence shows the trust on the abilities and the qualities that they posses. On the other hand, self-awareness just shows that an individual are aware that they have certain quality that can help to improve. Perera and DiGiacomo (2013) stated that a confident student has a positive mental attitude and they can speak positively about their queries that can help them to understand the academic syllabus more clearly than those, who do not express their difficulties.

 Self-Management

Self-control- Richardson et al. (2012) depicted that self control help people to develop their own skills through their observation. This self-control will also allow a person to master their desire and intentions. Codier and Odell (2014) highlighted that people with self-control basically have three important skills- self-assertion, self-fulfillment and self-preservation. Self-assertion shows that a person know their own value and the zone in which they are comfortable and can concentrate; while on the other hand, people with self-fulfillment nature knows that if they want to develop they have to take challenging jobs and tasks for gaining expertise. Lastly, self-preservation illustrates the focusing ability through which they can identify exactly what they need to develop themselves. 

Measuring factor for academic achievement

Conscientiousness- Mohzan et al. (2013) stated that conscientiousness is illustrated as to what extent a person is organized. So, in terms of academic phase, if a student know when to complete their homework, how to identify the resources from where they can get help and the process through which they can get high marks (Chew et al. 2013).

Adaptability- Qualter et al. (2012) stated that if a person can adopt the changes that is taken place in their surroundings. In terms of school it can be stated that change of syllabus, change of teachers who taught them and the extent of comfort that they feel if they change their academic institution measure their adaptability.

Initiative- The extra initiative taken by the student also pay a crucial role on their academic achievement as some teachers want student to research more apart from the class note that they have provided to the student in the class (Richardson et al. 2012). This effort of selecting relevant books and papers to learn shows their intelligence level.

Measuring factor for academic achievement

Time to Completion

Sanchez-Ruiz et al. (2013) stated that some student take a year to complete their yearly syllabus which is the usual time but some student need some more time to complete the session and take more time than the usual time allotted. Abshor (2017) thus present an arguments that of a person have low emotional intelligence it is not possible for them to understand all the queries and problem that their teachers taught them in class. Then the mentors are liable to evaluate the courses they have, the inefficient use of resources by the students and how much delay in core courses to measure the ability of the student.

Productive performance report 

The growth report is helpful to assess whether or not the student is academically performing great. Schutte et al.(2013) stated that the mentors are liable to formulate the graph for each individual and note the progress. Some student shows exponential growth; while, some have to struggle or their growth graph may deteriorate. Chew et al. (2013) also highlighted that the academic achievement in case of first and final year medical students is measured through the total marks of continuous assessment (CA) and the final examination (FE) marks. These score will help the mentor to assess whether or not the first year student is able to promote to the second year.

Impact of emotional intelligence on academic achievement

Emotional intelligence helps student to identify the crucial requirement

Corcoran and Tormey (2013) stated that every academic class has some syllabus and they have to complete all the assessments and tests associated with the syllabus. However, the marks given to the students are based on how clearly a student identifies the requirement. The emotional intelligence allows students to relate the associated theories taught them in the class and the research they have done to answer the given question.

intelligence boost their communication skills 

Perera and DiGiacomo (2013) stated that every student have different capabilities and knowledge base, which on effective communication among each others can be improved. Qualter et al. (2012) furthermore stated that emotional intelligence allows a student to express their queries with their peer members and they on the other hand can help them if they understood their difficulty. This communication will help student to make friends and create a good image in the class and it furthermore enhances their confidence level to progress (Qualter et al., 2012). Effective communication skills helps student to attain more marks in oral or verbal assessments.

Emotional intelligence enhances brain activities 

Assessments and exams are the milestones that a student has to overcome through their knowledge and skills that they possess. Chew et al. (2013) stated that average percentage of the total of five end-of-package examinations is given based on how well they have identifies what to answer, how much to answer and how to justify their chosen option out of the many theories that  has be taught them in the class.

Conclusion

Thus, it is concluded that emotional intelligence has an impact on emotional intelligence. It is found from the discussion that according to the Mayer and Salovey Model of Emotional Intelligence (PUUM model) there are four major factor like perception, using the emotions, understanding the emotions and managing the emotions. The factors considered explaining emotional intelligence are self-awareness and self-management. Moreover, it is also concluded that the measuring factor for academic achievement are time to completion and productive performance report. Lastly, the study also illustrate that the impact of emotional intelligence on academic achievement can be seen through that the Emotional intelligence helps student to identify the crucial requirement, boost their communication skills and enhances brain activities.

Reference List

Abshor, U. (2017). The Project Approach on Environmental Education: An Action Research for Children’s Social-Emotional Development. Asia-Pacific Journal of Research in Early Childhood Education, 11(1).

Chew, B. H., Zain, A. M., & Hassan, F. (2013). Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study. BMC medical education, 13(1), 44.

Codier, E., & Odell, E. (2014). Measured emotional intelligence ability and grade point average in nursing students. Nurse Education Today, 34(4), 608-612.

Corcoran, R. P., & Tormey, R. (2013). Does emotional intelligence predict student teachers’ performance?. Teaching and Teacher Education, 35, 34-42.

Han, H., & Johnson, S. D. (2012). Relationship between students’ emotional intelligence, social bond, and interactions in online learning. Journal of Educational Technology & Society, 15(1), 78.

Hutchinson, M., Hurley, J., Kozlowski, D., & Whitehair, L. (2017). The use of emotional intelligence capabilities in clinical reasoning and decision?making: A qualitative, exploratory study. Journal of clinical nursing.

Mohzan, M. A. M., Hassan, N., & Halil, N. A. (2013). The influence of emotional intelligence on academic achievement. Procedia-Social and Behavioral Sciences, 90, 303-312.

Perera, H. N., & DiGiacomo, M. (2013). The relationship of trait emotional intelligence with academic performance: A meta-analytic review. Learning and Individual Differences, 28, 20-33.

Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M., & Whiteley, H. E. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5year longitudinal study. Learning and Individual Differences, 22(1), 83-91.

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353.

Sanchez-Ruiz, M. J., Mavroveli, S., & Poullis, J. (2013). Trait emotional intelligence and its links to university performance: An examination. Personality and Individual Differences, 54(5), 658-662.

Schutte, N. S., Malouff, J. M., & Thorsteinsson, E. B. (2013). Increasing emotional intelligence through training: Current status and future directions. International Journal of Emotional Education, 5(1), 56.