The relationship of dimensions of emotional intelligence and academicperformance in secondary school students

Abstract

The study was conducted to investigate the relationship between the identified fivedimensions of emotional intelligence, namely self-awareness, emotional management, selfmotivation, empathy, interpersonal skills and academic performance. This study aims toidentify whether the five dimensions of emotional intelligence have been able to contributeto academic performance. Statistical inference of the Pearson-r and multiple regression isused to analyze the data. The results showed that the significant relationship between selfawareness (r = 0.21), emotional management (r = 0.21) and empathy (r = 0.21) at the levelof p <0.05 with academic performance. Findings from multiple regression analysis(stepwise) showed that only three dimensions of emotional intelligence which is selfawareness(ß = 0261), self motivation (ß =- 0182) and empathy (ß = 0167) accounted for8.7% of variation in criterion (academic performance). Research also presented a modeldesigned to reflect the relationship between the dimensions of emotional intelligence andacademic performance. These studies imply that the level of emotional intelligencecontributes to and enhances the cognitive abilities in student. Thus, in increasing studentacademic performance. The stability of the emotional intelligence of a student will help toproduce a competent generation and successful country in line with the philosophy ofeducation.