Students’ Emotional Intelligence and its Effect on Academic Achievement at University Level

Abstract

The study aimed to examine the effect of students’ emotional intelligence on their academic achievement at the university level. A positivist paradigm directed the research, which was nonexperimental and quantitative. A correlational research design was employed. The target population consisted of students enrolled at the University of Okara. A two-stage random sampling method was used to select a representative sample of 300 students. Data collection involved two research instruments, and the analysis was conducted using inferential statistical techniques, including Pearson's correlation coefficient, independent sample t-test, and linear regression. The findings revealed a strong, positive, statistically significant relationship between students' emotional intelligence and academic achievement. Furthermore, the results demonstrated that emotional intelligence significantly and positively impacted educational attainment at the university level. This study provides empirical evidence supporting the role of emotional intelligence in enhancing academic achievement. The findings highlight the importance of emotional intelligence as a key factor for academic achievement, potentially drawing the attention of educational stakeholders to its significance.