The Relationship between Emotional Intelligence and Academic Achievements in Males and Females in Egyptian Context

Abstract

The present study examines the relationship among emotional intelligence, achievement, and gender. The sample consists of 121 participants at a public university in North Upper Egypt called Minia University. The Wong & Law's (2002) emotional intelligence scale has been used in this study. Confirmatory factor analysis has been adopted to verify the structure validity of the EI scale. Results of confirmatory factor analysis showed that the four-factor model fits well and its results meet the criteria for goodness of fit indices (> 0.90) and root mean score residual (< 0.05). Cronbach Alpha indicated high reliability of the scale. Positive correlation was found between academic achievement and self emotional appraisal, regulation of emotion, use of emotions, and total emotional intelligence score. There was no significant difference between males and females in emotional intelligence in the total score of EI scale and its subscales. Only two dimensions (regulation of emotions & self emotions appraisal) predicted academic achievement.

Emotional Intelligence And Mathematics Achievement Of Underachieving High Ability Senior Secondary School Students: A Perspective Of Inclusivity In Regular Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

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