The Effect of Emotional Intelligence on Academic Achievement: Perceptions of Public and Private School Students

Abstract

This study aimed to examine the effect of emotional intelligence on academic achievement: perceptions of public and private school students. The research addressed the concerns about how people use their emotions in daily life through emotional intelligence. Moreover, the study unfolded the comparative effect of various variables: 1) intrapersonal, 2) interpersonal, 3) stress management, 4) adaptability, and 5) general mood. The study was quantitative, and correlational research methodology was used. A multistage technique was used to select the sample for the study. The sample constituted 720 secondary students of the 10th class from three departments (Science et al.) of 6 schools (3 private and three public) situated in the province of Punjab (Lahore). The data were collected through a questionnaire. Data were cleaned, organized, and stored through SPSS version 21. Advanced statistical techniques like T-tests, correlations, and stepwise regression were used to answer research questions using appropriate statistical software. The study has confirmed a significant relationship between emotional intelligence and academic achievement. It was determined that there was no significant difference between the emotional intelligence of educational institutions for public and private schools. A significant relationship was found between emotional intelligence and gender. The regression analysis study also confirmed no significant relation between the independent variable, emotional intelligence, and the dependent variable, academic achievement.