Title: Predictive emotional intelligence and its relationship with academic success
Authors: Chu-May Amy Yeo, Steve Carter
Addresses: Tunku Abdul Rahman College, Jalan Genting Kelang, Setapak, Kuala Lumpur 53300, Malaysia. ' Leeds Business School, Leeds Metropolitan University, The Rose Bowl, Portland Gate, Leeds LS1 3HB, UK
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.
Keywords: predictive emotional intelligence; competencies; course choice; academic achievement; academic success; higher education; undergraduate students; business students; Malaysia; stress management; time management; drive strength; commitment ethic; age; gender.
International Journal of Economics and Business Research, 2011 Vol.3 No.5, pp.479 - 493
Published online: 22 Apr 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article