The Relationship between Emotional Intelligence Levels and Academic Achievement

Abstract

This study examined the relationship of emotional intelligence to academic achievement in physics, chemistry, biology and mathematics. The study consisted of students at a vocational high school. The Bar-On emotional intelligence scale was used; it comprises five dimensions and fifteen subdimensions. It was found that emotional intelligence did not have a significant influence on academic performance in sciences and mathematics courses as a whole. However, the influence of emotional intelligence on academic achievement in science and mathematics courses became obvious when the sub-dimensions of emotional intelligence were analyzed. Accordingly, it was established that the sub-dimensions of self-actualization, social responsibility, stress-tolerance and impulsecontrol were predictors, although they varied by the type of science and mathematics course.

The effect of emotional intelligence on the learning achievement of physics high school students

“…So, the value of Fcount >Ftable reveals that there is a significant influence between emotional intelligence on students' physics learning achievement. These findings are in line with the findings of Damayanty and Sumadi (2016), and Handriani and Subhan (2020) but contradicts the findings found by Yüksel and Geban (2014).…”

“…They found that EI contributed to numerical ability and physics learning achievement. However, other researchers, Yüksel and Geban (2014), did not find any contribution of EI to physics learning achievement. The importance of EI for student performance in physics is a concern for research.…”

Ganali Öğretmen Adaylarinin Öğretme Sti̇lleri̇ Ve Öğretmen Duygusal Beceri̇leri̇

“…However, another result finding from the works of Goetz, Frenzel, Pekrum, Hall, and Lüdtke (2007) says that the attitudes of a person are likely possible to have a higher value of variance on their gender, and this is attributable to between-domain differences in emotional experiences (Goetz, Frenzel, Pekrun, Hall, & Lüdtke, 2007). Similarly, Yüksel (2006) found that women's Emotional Skills Score was significantly higher than that of men, but Petridas and Furnham (2000) stated that emotional intelligence scores of men are higher than those of women.…”

Connecting Emotional Intelligence and Academic Achievement in Adolescence: A Systematic Review

“…Although the accuracy of data collected with self-report instruments is extensively debated by the scientific community, the majority of studies included in this study relied on self-report instruments (Nasir, 2011;Yüksel & Geban, 2014). Several studies applied both self-report and performance-based tools for assessing EI (Mestre, Guil, Lopes, Salovey & Gil-Olarte, 2006 (Abdullah, Elias, Mahyuddin, & Uli, 2004) and one paper used a selfreport and other-report measure (Bayani, 2015).…”

“…Some studies used GPA for the entire school year (Hogan, 2009), while others for one semester (Parker et al, 2004). Most of the studies considered GPA across all academic subjects (Downey, Mountstephen, Lloyd, Hansen & Stough, 2008) and only a few studies used GPA for the core disciplines (Yüksel & Geban, 2014). National examination scores were also used as a measure of academic achievement (Petrides, Frederickson & Furnham, 2004).…”