Emotional Intelligence and Academic Performance among Undergraduate University Students: A Correlational Study

Author Name: Dr. Jayesh Patidar, Dr. Anil Sharma

Volume: 03/02

Country: India

DOI NO.: 11.2023-61555522 DOI Link: https://doi-ds.org/doilink/01.2026-19864978/GIJNR

Affiliation:

1. Professor and Head, Department of Psychiatric Nursing, Geetanjali College of Nursing, Geetanjali University, Udaipur, Rajasthan, India.
2. Professor, Department of Nursing, Charotar University of Science and Technology (CHARUSAT), Changa, Anand District, Gujarat, India.

ABSTRACT

Introduction: Emotional intelligence (EI), initially defined by Mayer and Salovey, denotes the capacity to accurately identify, comprehend, manage, and apply emotions in oneself and others. Emotional intelligence significantly impacts academic settings by affecting motivation, stress regulation, interpersonal dynamics, and learning behaviors. Although cognitive intelligence has historically been prioritized in academic achievement, increasing data indicates that emotional intelligence may substantially influence students' academic performance. Nevertheless, actual results are inconsistent, especially among university students in India, warranting additional research. Methods: A descriptive correlational research design was employed to examine the relationship between academic performance and emotional intelligence among undergraduate students. The study was conducted in selected universities of central Gujarat, India. A total of 1,000 undergraduate students were selected using a non-probability convenient sampling technique. Data were collected using a socio-demographic questionnaire and a self-structured Emotional Intelligence Scale consisting of positively worded items rated on a five-point Likert scale. Emotional intelligence scores ranged from 40 to 200 and were categorized as low (40–80), average (81–120), above average (121–160), and high (161–200). Academic performance was measured using the aggregate percentage/CGPA of the previous academic year. Descriptive statistics, Pearson’s correlation coefficient, and Chi-square tests were used for data analysis.

Key words: Emotional intelligence; Academic performance; Undergraduate students; Correlational study; University education