Emotional Intelligence and Academic Achievement among University Students
Review of Related Literature:
A study done in September 2012 by Azhar Md Zain and Faezah Hassan showed that emotional intelligence (EI) is related to academic and professional success and contributes to individual cognitive-based performance over and above the level attributable to general intelligence. People and college students with higher emotional intelligence show more positive social functioning in interpersonal relationship and are regarded by peers as prosocial, less antagonistic and conflictual. In an earlier investigation by Rozell, Pettijohn, and Parker (2002), a significant relationship was found between emotional intelligence and the academic achievement of undergraduate students at Mid-Western University in the USA. A Study conducted by B. MONTES-BERGES PHD J.-M. AUGUSTO PHD in 2007 amongst nursing students have shown that emotional intelligence is a skill that minimizes the negative stress consequences. The present work examines the role of perceived emotional intelligence (PEI) measured by the Trait Meta-Mood Scale, in the use of stress-coping strategies, in the quantity and quality of social support and in the mental health of nursing students. The results indicated positive correlations between clarity and social support, social support and repair, and social support and mental health. Analysis of the literature suggests that the modern demands of nursing draw on the skills of emotional intelligence to meet the needs of direct patient care and co-operative negotiations with the multidisciplinary team. The significance of this needs to be recognized in nurse education. The link between emotional intelligence and emotional labour is a fruitful area for further research. The potential benefits of gaining a better understanding of how these concepts interact is largely conjecture until we have more evidence. The prospect that there may be advantages to both nurses and patients is a motivating factor for future researchers.