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Predictive emotional intelligence and its relationship with academic success

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  • Chu-May Amy Yeo
  • Steve Carter

Abstract

The purpose of this study was to determine the predictive emotional intelligence (EI) phenomenon in relation to academic achievement using business undergraduate students at a large established premier institution in Malaysia. Selected biographical variables were also investigated to determine its variance against EI components. The results are part of an ongoing study. The results of standard multiple regression provided a good indication of collinearity tolerance showing an acceptable level of shared variance among EI competencies. Out of 12 EI constructs, the regression model revealed that beta values for four domains (stress management, time management, drive strength and commitment ethic) were found to be statistically significant as predictors of academic achievement. The F-test results showed that for certain biographical factors, such as age, gender and programme major, EI mean scores varied and hence rendered marginal significant support for the testable propositions. Significant correlations were also found between EI variables, age and gender.

Suggested Citation

  • Chu-May Amy Yeo & Steve Carter, 2011. "Predictive emotional intelligence and its relationship with academic success," International Journal of Economics and Business Research, Inderscience Enterprises Ltd, vol. 3(5), pages 479-493.
    • Handle: RePEc:ids:ijecbr:v:3:y:2011:i:5:p:479-493
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