ESTEEM Journal of Social Sciences and Humanities

Vol. 5, No. 1, 56-66, April 2021

https://ejssh.uitm.edu.my

Emotional Intelligence as Predictor of Students’

Academic Performance
Wong Sook Khuan1*and Pouline Koh Chai Lin2
1
Faculty of Business, Saito University College, Malaysia
2
The Design School, Faculty of Innovation and Technology, Taylor’s University, Malaysia
*Corresponding author: [email protected]

ABSTRACT

ARTICLE HISTORY Malaysian students have come a long way to achieve their
Received: academic results and yet failed to utilise the knowledge gained
4 February 2021 when they enter the working world. The lack of soft skills and
Accepted: emotional intelligence among these students dampened the
24 March 2021
situation further. These students are also known to have high
Published:
30 April 2021 memorisation skills instead of a good grasp and understanding of
the concepts behind the knowledge. Hence, this study examines
KEYWORDS
whether emotional intelligence can predict students’ academic
Emotional intelligence performance as measured by Grade point Average (GPA).
Undergraduate students Overall emotional intelligence, along with its five elements
Academic performance
Higher education including self-awareness, self-regulation, self-motivation, social
awareness and social skills, is further investigated. Survey
questionnaires are employed and distributed among 300 Business
and Engineering undergraduate students from two higher
education institutions. Through regression analysis, results
revealed that four out of five elements could predict students’
academic performance as measured by GPA. Interestingly, social
awareness was the only element found not able to predict
students’ academic performance. This study underlined the need
for emotional intelligence to be incorporated into the higher
education system. It is proposed, therefore, for institutions to
introduce emotional intelligence in teaching and learning at the
higher level as an essential unit of students’ learning. This can be
incorporated as part of the curriculum structure as subjects or
part of co-curricular activities.
e-ISSN 2600-7274
© 2021 Universiti Teknologi MARA Cawangan Pulau Pinang

56
1. INTRODUCTION
The Malaysian education system has evolved since its first education philosophy back in the
1980s. Changes in plans and strategies are inevitable as the education ecosystem needs to
evolve to meet the needs of lifelong learners of today and tomorrow. Despite that,
undergraduate students in Malaysia are faced with academic challenges that may affect their
performances; research has shown that emotional intelligence can improve the academic
performance of students (MacCann, Jiang, Double, Bucich & Minbashian, 2020). However,
statistics show that Malaysian undergraduates are lacking in soft skills and emotional balance
during their studies and even after they have graduated (Shariffah, 2013). Additionally, Lim
(2013) reported that approximately sixty percent of Malaysian graduates are having poor
attitude, character, personality and communication skills. The situation deteriorated further
when these students are not performing well academically.
Responding to the need for diverse learning in the current competitive environment, the lack
of emotional congruence with academic performance among learners make it difficult to
survive in the challenging learning environment. Although research shows that the academic
performance of Malaysian undergraduates is less than favourable and it may be due to
different apparent factors, nonetheless, the academic performance among graduates can be
further improved by increasing the level of emotional intelligence among learners (MacCann,
Jiang, Double, Bucich & Minbashian, 2020).
To date, research on emotional intelligence has been predominantly conducted overseas.
Although the topic is gaining attention in Malaysia, it is still in its preliminary stage. Thus,
whether emotional intelligence can predict the academic performance among students in
Malaysia remain unclear. Earlier studies on emotional intelligence have found inconsistent
findings on the relationship between emotional intelligence and academic performance
(Ebignagbome & Nizam 2016; Yahaya et al., 2012). Evidently, it is essential to bridge the gap
for the lack of conclusive findings between emotional intelligence and academic performance
among the learners in the Malaysian setting. Considering the research gap, this research aims
to examine the relationship between the dimensions of emotional intelligence and students’
academic performance using the Goleman Theory of Emotional Intelligence (Goleman,
1995).
2. REVIEW OF LITERATURE
Emotional intelligence theories have been in existence since the 90s and became sensational
since then. There were many philosophers that championed emotional intelligence, including
Bar-On (1997) and Goleman (1995). Goleman is one of the philosophers who championed
emotional intelligence with its five elements which include self-awareness, self-regulation,
self-motivation, social awareness and social skills. This study is based on the Goleman
Theory of Emotional Intelligence.
Pool and Qualter (2012) mentioned that students who had high emotional intelligence would
outdo the other students academically. They were also more disciplined compared to students
who have lower emotional intelligence. One of the reasons argued was that low emotional
intelligence students were generally emotionally imbalanced, unfocused which led them to
not performing well academically (Khan, 2008; Pinto & Ramalheira, 2017). Furthermore,
highly emotionally intelligent students managed their emotions better, which led to a
reduction in the feeling of anxiety and depression (Lam & Kirby, 2010). Goleman (1995)
conceded that students’ emotional intelligence played an important role. Once students
acknowledged the emotional intelligence traits, academic performance and relationship with

57
others could be improved. In short, self-management, socialising and awareness of oneself
with others as part of the emotions played a vital role, not only it improves academically but
also to create a positive and conducive learning environment for students.
Many scholars have proven that students who performed well academically tend to possess
the following traits: high emotional self-awareness, independence, high social awareness,
manage stress well, strong social skills, to name a few (Ciesko, 2009; Rasiah, Turner & Ho,
2019; Pinto & Ramakheira, 2017). The studies concurred with the findings that each element
of emotional intelligence had its own role and effect on success in academic and career.
Additionally, the findings also underlined that emotional intelligence elements were
connected with positive traits such as being optimistic, persistent, sound decision-making,
awareness of oneself and the others (Van der Linden, Tsaousis & Petrides, 2012).
Nevertheless, the same research also found that certain elements of emotional intelligence,
such as relying on emotions rather than logic, could have a negative impact on students
academically.
Recent research also affirmed the positive relationship between emotional intelligence and
students’ academic performance. For example, McCann et al. (2020) stressed that academic
success not only dependent on cognitive intelligence, but also on the emotional intelligence of
students. They further deduced that undergraduate students at different years of studies would
be able to absorb and learn the emotional intelligence traits accordingly and thereafter
improved their academic performance. Similar view is supported by an earlier study by
Ahammed, Abdullah and Hassane (2011) who found significant link between emotional
intelligence and students’ Grade Point Average (GPA). This meant that highly emotional
intelligent students would score high GPA and hence improved their academic performance
significantly. In Malaysian settings, Chew et al. (2013) also found a significant relationship
between emotional intelligence and academic performance of students whereby highly
emotionally intelligent students performed better than others academically. Likewise,
Mohamad and Wan Hanafi (2018) conceded the significance of the relationship between
emotional intelligence and academic performance in public university’s undergraduates. Shah
(2020) also confirmed a moderately strong and positive relationship between emotional
intelligence and final semester students’ academic achievement.
On the flip side of the coin, there were research findings that stipulated no or insignificant
relationship between emotional intelligence and students’ academic success. Research
affirmed there was no significant relationship between emotional intelligence, cognitive
ability and students’ personalities with academic performance (Newsome et al., 2000; Qaiser
e al., 2019). This concurred with previous research, which utilised the EQ-I Total Scores tool
to examine the relationship between emotional intelligence and academic success of
community college students (Izaguirre, 2008; Zahyah & Farukh, 2016). The difference
between these finding and previous findings, which stipulated the relationship between
emotional intelligence and students’ academic achievement, was the different types of
students between university, colleges, and community colleges. This was due to the reason
that community college students possessed different qualifications and backgrounds compared
to those students who entered colleges and universities. The academic qualification and
economic backgrounds of community colleges students set them apart from students in
universities and colleges and hence the difference in the findings. Further research with
similar findings had been found where there is an insignificant level of emotional intelligence
among students and their academic studies (Qaiser et al., 2019).

58
Further into the millennium, much research also found insignificant relationship between
emotional intelligence and students’ academic achievement. There was an insufficient amount
of evidence to prove that emotional intelligence positively related to students’ academic
success (Jdtaiwi et al., 2011). Another research concluded that higher score in the emotional
intelligence measurement-based tools did not necessarily ensure higher GPAs of students
(Portillo, 2011). Similarly, Veitch (2011) and Stratton (2011) also concurred with the findings
that there was no absolute evidence to support the relationship between emotional intelligence
and students’ academic achievement as measured by GPA. Other research had concluded that
not all the dimensions of emotional intelligence had a significant impact on students’
academically. Emotional intelligence dimensions such as self-awareness and self-regulation
were found to be insignificant with students’ academic achievement (Ebignagbome & Nizam,
2016). Meanwhile, another research made the affirmation of no significant relationship
between emotional intelligence at all with students’ academic success (Ngu et al., 2016).

In sum, while there was research that affirmed the significant findings between emotional
intelligence and students academically yet, a great number of past studies also presented
opposing views highlighting no significant findings between the two variables. With regards
to the mixed findings from this research, it is deemed necessary to examine the relationship
between emotional intelligence and students’ academic achievement in Malaysian settings.
Adapting from Goleman’s theory of emotional intelligence, five dimensions of emotional
intelligence are proposed as predictors of students’ academic performance. Figure 1 shows the
conceptual framework of the current study.

Figure 1. Conceptual Framework

3. METHOD
3.1 Sampling and Data Collection
This study employed a questionnaire survey to achieve the stated research questions. Based
on the cross-sectional study approach, the data collection was conducted in a single period
from April 2019 to the end of August 2019 at two university colleges, namely RUC1 and
RUC2 in Klang Valley, Malaysia. With a total population of 1,350 students studied in
Business and Engineering programmes from the institutions, a sample size of 300 is
determined based on Krejic and Morgan’s (1970) sample size calculation. The sample size
calculation was based on p = 0.05, where the probability of committing type I error is less
than 5 percent or p <0.05.

Business and engineering students from RUC1 and RUC2 were the targeted respondents in
this study based on the selection method using purposive sampling. Such sampling was made

59
on the basis of the similarity in their curriculum structure and learning delivery approach. In
addition, the two programmes were regarded as the most popular courses offered by the
institutions in the region. Criteria such as age, gender and ethnicity were not part of the
selection consideration in this study.

The survey was printed in hard copies and distributed physically at both institutions. With
assistance from Programme Heads and lecturers of each institution, questionnaires were
distributed to the pre-determined respondents. With periodic reminders, 300 surveys were
eventually collected by the researchers. Participation in the survey was voluntary, and the
students’ consents were obtained prior to the start of the survey. During this process,
participants were assured regarding the confidentiality of their responses.

3.2 Instrument Development

For this study, the conceptual framework was based on Goleman’s Theory of Emotional
Intelligence (Goleman, 1995). The theory was used to address the relationship between
emotional intelligence and academic performance in multitude studies (e.g., Mahmood & Iraj,
2011; Ngu, Hanafi, Taslikhan & Raman, 2016; Qaiser et al., 2019). The instrument was
designed with a total of 102 items. The questions and sorted accordingly by the researchers
together with subject experts in the related field. The questionnaires had undergone words
checking and validated by three local university experts who are known for their scholarly
works related to Emotional Intelligence and Education.

The survey questionnaire consisted of two sections in total. Section one encompassed basic
demographic information such as programme of study, nationality and results based on GPA.
Section two consisted of questions related to the five dimensions of emotional intelligence:
self-awareness, self-regulation, self-motivation, social awareness, and social skills adapted
from various studies as presented in Table 1. Respondents were asked to provide answers
using a five-point Likert scale: (1) strongly disagree, (2) disagree, (3) neutral, (4) agree and
(5) strongly agree to assess their feelings (emotions) associated with academic achievement.

Table 1. Measurement Scale for Dimensions of Emotional Intelligence

Variables No. of Items Scale Sources

Self-awareness 19 5-point Likert Phillip, 2001
Self-regulations 13 5-point Likert Murphy, 2006
Self-motivation 17 5-point Likert Lu, 2008
Social awareness 18 5-point Likert Click, 2002
Social skills 35 5-point Likert Click, 2002

Given that the programmes in both institutions were taught in English as the main language,
the questionnaire was thus designed in English to enable respondents to be able to interpret
the survey. Initially, the questionnaire was piloted for 30 students to ensure appropriate
wording, and areas were checked for improvements. As a result of piloting, few minor
changes were made in wording to fit with the objective of this research. Such a process was
deemed necessary to allow minimising measurement error. The data were analysed using the
Statistical Package for Social Sciences (SPSS) version 25 software. The SPSS was utilised to
obtain the descriptive statistics, mean, standard deviation and regression analysis. Data were
categorised into demographics profile and regression analyses was used to predict the effect
of emotional intelligence dimensions on students’ academic performance.

60
4. DATA ANALYSIS AND RESULTS

4.1 Respondents’ Profile

A total of 300 respondents participated in the study, with 57% (n=171) from Business
programmes whilst 43% (n=129) from the Engineering programmes. 38% (n=114) are Year 1
students, 32% (n=97) are Year 2 students and 30% (n=89) are Year 3 students. Meanwhile,
88% of the respondents are Malaysians (n=263) leaving approximately 12% International
students (n=37). Most of the students from RUC 1 and RUC 2 scored averagely between 2.6-
3.0 with 38% and 27%, respectively. Meanwhile, less than 5% of the students from both
institutions scored below 2.0. RUC 2 has more students scoring between 3.6 – 4.0 with
approximately 15% as compared to RUC 1, with less than 5% of its students scored within the
same range. Hence, RUC 2 students performed better academically, with approximately 45%
of them scoring from 3.10 – 4.0. Figure 2 shows the respondents’ GPA at RUC1 and RUC2.

Figure 2. Students’ Academic Performance based on GPA

4.2 Descriptive Statistic of Survey Instrument

The descriptive statistic shows that the mean of the variables is within the approximate range
of 3.30 – 3.60. Meanwhile, the mean score for students’ academic performance based on GPA
is 3.03 with a standard deviation of 1.03. This shows a wider spread of GPA scores among the
respondents.

Figure 3. Mean and Standard Deviation of GPA and Emotional Intelligence

61
As shown in Figure 3, the variable with the highest mean score of 3.58 with a standard
deviation of 0.58 is social awareness. Meanwhile, the variable with the lowest mean score of
3.35 with a standard deviation of 0.46 is social skills. In short, respondents seem to have a
high tendency towards social awareness, which also means that the students are aware of the
emotions of people around them, such as families, friends but scored the lowest when it
comes to expressing their own emotions around these people.

4.3 Reliability Test

The results of the reliability test revealed that most of the five dimensions of emotional
intelligence scored more than 0.70, except for self-awareness. Social awareness recorded the
highest value at 0.9, followed by self-motivation (0.88), self-regulation (0.77), social skills
(0.73), and self-awareness (0.68). Although it is commonly perceived that a higher value
indicates a strong relationship between items on the test, researchers had determined the scale
for quality criteria where 0.60 is an acceptable α value in social science, and it is also
accepted and applied by many other researchers (Ghazali, 2008; Mimi et al., 2014).

4.4 Emotional Intelligence and Academic Performance

A regression analysis was performed to examine the relationship between the dimensions of
emotional intelligence and student performance. Table 2 shows the coefficient of the elements
of emotional intelligence and students’ GPA.

Table 2. Coefficients of Emotional Intelligence and GPA

Unstandardised Standardised
Coefficients Coefficients
Model t Sig.
Std.
B Beta
Error
(Constant) 3.262 0.089 36.635 .000
Self-Awareness
GPA 0.056 0.028 0.116 2.012 .045
(Constant) 2.984 0.108 27.632 .000
Self-Regulation
GPA 0.13 0.034 0.217 3.841 .000
(Constant) 3.255 0.113 28.709 .000
Self-Motivation
GPA 0.089 0.035 0.143 2.502 .013
(Constant) 3.502 0.104 33.622 .000
Social Awareness
GPA 0.026 0.033 0.046 0.803 .423
(Constant) 3.19 0.082 38.859 .000
Social Skills
GPA 0.052 0.026 0.116 2.011 .045

It is seen that self-awareness is significantly associated with GPA (p<0.05, β=0.116). Students
who are being aware of their own emotions (anger, frustration, sadness and so forth) are more
likely to score higher and hence achieve better academic performance. Thus, it is evident that
self-awareness can predict students’ academic achievement based on GPA.

Meanwhile, the coefficient of self-regulation and students’ GPA is significant at p<0.05 with
β=0.217. It clearly shows that self-regulation can predict students’ academic performance as
measured by GPA. Inquisitively, students who can regulate and control their own emotions
are students who are calm and able to withstand stress and hence higher focus and perform

62
better academically. Nevertheless, in the Malaysian setting, the finding contradicts the
research done by Ebignagbome and Nizam (2016), which stated self-awareness and self-
regulation with students’ academic performance may be due to the different programmes
undertaken by the students and hence no proven variables predictably.

With regards to the coefficients of self-motivation and GPA, it is seen that there is a
significant relationship between self-motivation and students’ GPA at a significance level of
p<0.05 with β=0.143. The emotional tendencies to reach certain goals can be associated with
the drive needed by students in achieving better grades. From here, it can be gauged that self-
motivation can be one of the variables to predict students’ performance academically.

Meanwhile, social skills are found to be significantly correlated with students’ performance in
academics at p<0.05 with β=0.116. This indicates that how the students interact among
themselves, their adeptness inducing desirable responses with others do play a role in their
academic performance. As a result, being one of the elements of emotional intelligence, social
skills are a predictor of students’ performance academically.

Interestingly, the study fails to support the notion that there is a significant relationship
between social awareness and students’ performance (p>0.05, β=0.046). This can be linked to
students’ inner abilities, and traits such as self-awareness, self-control and motivation can
improve their GPAs rather than following social awareness traits such as taking care of
others’ needs, feelings, and emotions. Despite respondents project a high tendency towards
social awareness as they are more aware of the people’s emotions, they might not utilise this
trait to be more academically inclined.
Among all variables, self-regulation demonstrates the strongest influence on students’
academic performance followed by self-motivation. This is because students who can control
themselves with high self-discipline are able to focus and thus achieve higher results in their
academic performance. On the contrary, students with a low level of self-regulation and
motivation are unable to control or disciplined themselves, feeling demotivated and thus
affecting their studies.

5. CONCLUSION
The aim of the study is to examine the relationships between the dimensions of emotional
intelligence and students’ academic performance using the Goleman Theory of Emotional
Intelligence. Based on the statistical analyses, it was found that four out of five dimensions of
emotional intelligence have significant positive relationships with students’ performance.
Specifically, the study demonstrates that students who have a greater level of self-awareness,
self-regulation, self-motivation, and social skills are more likely to score higher GPA.
Students who can deal with anxiety and stress and have a higher level of self-control and
motivation tend to have better grades in their studies. Conversely, students with low
emotional intelligence level may have lower self-control and motivation level, which alter
them to be less motivated, under tremendous stress and, hence affecting their academic
results.
The findings of this research reveal the need for higher education institutions to incorporate
emotional intelligence as part of students’ learning. This can be done by incorporating
emotional intelligence as part of the education framework that governs the institution teaching
and learning. Besides, emotional intelligence can be included as part of the curriculum of the
subjects being taught in higher education institutions. By combining emotional intelligence in
the institution’s education framework, incorporating it into the curriculum, conducting

63
workshops for students will assist the emotional intelligence programmes implementation in a
higher education provider and in the hopes of improving not only the students’ academic
performance but students as holistic individuals.
The emotional intelligence programme is suggested to be embedded into the curriculum
structure as part of a more wholesome teaching and learning ecosystem for students. The
initiatives to develop students’ emotional intelligence level should be explored extensively to
enable the education system to evolve and improve the overall education ecosystem. Hence,
apart from embedding essentials skills in the curriculum development, emotional intelligence
as intervention programmes should be implemented in the co-curricular segments as well.
Such programmes could involve well-being workshops, seminars, and training offer to
students as part of the co-curricular activities to encourage them to build up their emotional
intelligence level to improve not only academically but also the personal well-being.
Although the study has contributed to the emotional intelligence literature, there are several
limitations that should be considered for future research endeavours. Firstly, with the current
COVID-19 pandemic affecting the lives of many individuals, it is indispensable to investigate
the emotional intelligence of students and how it may or may not affect their academic
performance, especially post-pandemic. Secondly, as this study is based on a questionnaires
survey comparing students from two programmes, to obtain an in-depth understanding of
students’ emotional intelligence level, future research should include interviews of students
from different disciplines, programmes, and institutions.

ACKNOWLEDGMENT

We would like to thank Dr. Goh Ying Mei (Programme Head of RUC1) and Tan Min Yee
(Lecturer of RUC2) for their assistance in the data collection process.

REFERENCES
Ahammed, S., Abdullah, A.S., & Hassane H.S. (2011). The Role of Emotional Intelligence in
the Academic Success of United Arab Emirates University Students. ProQuest
Education Journals, (41), 7-28.
Ashkanasy N.M., & Dasborough M.T. (2010). Emotional Awareness and Emotional
Intelligence in Leadership Teaching. Journal of Education for Business, 79(1), 18-22.
https://doi.org/10.1080/08832320309599082.
Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-I): A Test of Emotional
Intelligence. Multi Health Systems.
Chew, B.H., Md Zain, A., & Hassan, F. (2013). Emotional Intelligence and Academic
Performance in First and Final Year Medical Students: A Cross Sectional Study.
Journal of Medical Education, 13(44), 1-10.
Ciesko, D.L. (2009). Emotional Intelligence and College Readiness: A Study (UMI No.
3378412) [Doctoral dissertation]. ProQuest Dissertations and Theses database.
Click, H.S. (2002). An Exploration of Emotional Intelligence Scores among Students in
Educational Administration Endorsement Programs. (Digital Commons No. 644)
[Doctoral dissertation]. East Tennessee State University.
Ebignagbome, M.E., & Nizam, I. (2016). The Impact of Emotional Intelligence on Students’
Academic Performance: A Study on Malaysian Tertiary Education. International
Journal of Accounting, Business and Management, 4(1), 1-9.
Ghazali, D. (2008). Kesahan dan Kebolehpercayaan Dalam Kajian Kualitatif. Jurnal Institut
Perguruan Islam. April.

64
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York
Times.
Izaguirre, R. (2008). The Relationship Among Emotional Intelligence, Academic Achievement
and Demographic Characteristics in First Year Community College Students (UMI No.
3318590) [Doctoral dissertation]. ProQuest Dissertations and Theses database.
Jacques, E.T. (2009). The Relationship between Emotional Intelligence and the Academic
Performance and Selection of a Major of College Students (UMI No. 3353999)
[Doctoral dissertation]. ProQuest Dissertations and Theses database.
Jdtaiwi, M.T., Ishak N., Taamneh, M., Gharaibeh, M., & Rababah, L. (2011). The
Effectiveness of Emotional Intelligence Training Programme on Social and Academic
Adjustment among First Year University Students. International Journal of Business
and Social Science, 2(24), 251-258. https://doi.org/10.5539/ijps.v3n2p135.
Khan, A.A. (2008). The Influence of Socioeconomic Status on Emotional Intelligence and
Academic Performance of Community College Students. (UMI No. 3326215) [Doctoral
Dissertation]. ProQuest Dissertations and Theses database.
Krejcie, R.V., & Morgan, D.W., (1970). Determining Sample Size for Research
Activities. Educational and Psychological Measurement, 30, 607-610.
Lam L.T & Kirby S.L. (2010). Is Emotional Intelligence an Advantage? An Exploration of
the Impact of Emotional and General Intelligence on Individual Performance. The
Journal of Social Psychology, 142(1), 133-143.
https://doi.org/10.1080/00224540209603891.
Lim, J. (2013). Employers Rank Soft Skills over Academics. Retrieved December 19, 2019,
from http://www.jobstreet.com.my.
Lu, S.C. (2008). Validation of a Measure of Emotional Intelligence for First Year College
Students in a Hispanic Serving Institution. (UMI No. 3363963 [Doctoral dissertation].
ProQuest Dissertations and Theses database.
MacCann, C., Jiang, Y., Double, K.S., Bucich, M. & Minbashian, A. (2020). Emotional
Intelligence Predicts Academic Performance: A Meta-Analysis. Journal of American
Psychological Association, 146(2), 150-186.
Mahmood, N. & Iraj, S.A. (2011), Emotional Intelligence and Faculties’ Academic
Performance: The Social Competencies Approach. International Journal of Education
Administration and Policy Studies, 2(4), 45-52. Retrieved April 29, 2021, from
https://academicjournals.org/journal/IJEAPS/article-full-text-pdf/11FDB3D5939.
Mimi, M. M., Nor Lisa, S., Lai, C. S., & Kahirol, M. S. (2014). Measuring the Validity and
Reliability of Research Instruments. Procedia – Social and Behavioural Sciences, 204,
164-171.
Mohamad, M., & Wan Hanafi, W.N. (2018). Bridging Emotional Intelligence on Academic
Performance: Public University’s Perspective. Global Business Review Journal, 33(1),
120-130.
Murphy, K.T. (2006). The Relationship Between Emotional Intelligence and Satisfaction with
Life after Controlling for Self-Esteem, Depression, and Locus of Control among
Community College Students. (Scholar Commons No. 2640) [Doctoral dissertation].
University of South Florida.
Nasir, M., & Masrur. R (2010). An Exploration of Emotional Intelligence of the Students of
IIUI in relation to Gender, Age and Academic Achievement. Bulletin of Education and
Research, 32(1), 37-51.
Newsome, S., Day, A.L, & Catano V.M. (2000). Assessing the Predictive Validity of
Emotional Intelligence. Journal of Personality and Individual Difference, 29(6), 1005-
1016. https://doi.org/10.1016/S0191-8869(99)00250-0.

65
Ngu, L.S., Hanafi, Z., Taslikhan, M., & Raman, A. (2016). Influence of Emotional
Intelligence on Students’ Academic Achievements. Journal of Humanities and Social
Science Research, 3, 41-46.
Petrides K., Frederickson N., & Furnham A. (2004). The Role of Trait Emotional Intelligence
in Academic Performance and Deviant Behaviour at school. Journal of Personality and
Individual Differences, 36, 277-293. https://doi.org/10.1016/S0191-8869(03)00084-9.
Phillip, L.H. (2001). Training in Managment Skills. New Jersey: Prentice Hall.
Pinto, L.H.; Ramalheira, D.C. (2017). Perceived employability of Business Graduates: The
Effect of Academic Performance and Extracurricular Activities. Journal of Vocational
Behaviour. 99, 165–178.
Pool, L. & Qualter, P. (2012). Improving Emotional Intelligence and Emotional Self-Efficacy
through a Teaching Intervention for University Students. Learning and Individual
Differences, 22, 306-312. DOI: 10.1016/j.lindif.2012.01.010
Portillo, J.W. (2011). The Role of Emotional Intelligence in College Students’ Success (UMI
No. 3502127) [Doctoral dissertation]. ProQuest Dissertations and Theses database.
Qaiser, S. Ishtiaq, H. Makhdoom, A.S. Rashida, P, Ishrat, S. & Ziarab, M. (2019). Association
between Emotional Intelligence and Academic Success among Undergraduates: A
Cross-Sectional Study in KUST, Pakistan. PLOS ONE, 14(7). DOI:
10.1371/journal.pone.0219468
Shah, A.A. (2020). Emotional Intelligence and Academic Achievement of University
Students. Pakistan Journal of Education, 36(3).
Shariffah Bahyah, S. A. (2013). Soft Skills Level of Malaysian Students at a Tertiary
Institution: A Comparative Case Study based on Gender, Area of Residence and Type
of Schools. International Journal of Asian Social Science, 3(9), 1929-1937.
Stratton, J.A. (2011). The Relationship Among Emotional Intelligence, Leadership Practices
and Leadership Acts in First-Year College Students (UMI No. 3483134) [Doctoral
dissertation]. ProQuest Dissertations and Theses database.
Tung. L.C. (2009). The Emotional Intelligence and Attitudes toward
GlobalisationGlobalization of Future Engineering Professionals (UMI No. 3356388)
[Doctoral dissertation]. ProQuest Dissertations and Theses database.
Van der Linden, D., Tsaousis, I., & Petrides, K.V. (2012). Overlap between General Factors
of Personality in the Big Five, Giant Three, and Trait Emotional
Intelligence. Personality and Individual Differences, 53(3), 175–
179. https://doi.org/10.1016/j.paid.2012.03.001.
Veitch B.L. (2011). Developmental Education and Emotional Intelligence in Three Rural
East Texas Community Colleges (UMI No. 3467972) [Doctoral dissertation]. ProQuest
Dissertations and Theses database.
Yahaya, A., Ng, S.E., Bachok, J.D., Yahaya, N., Boon, Y., Hashim, S., & Goh, M.L. (2012).
The Impact of Emotional Intelligence Element on Academic Achievement. Archives
Des Sciences, 65(4), 3-17.
Zahyah, H. & Farukh, N. (2016) Relationship between Emotional Intelligence and Academic
Achievement in Emerging Adults: A Systematic Review. International Journal of
Academic Research in Business and Social Sciences, 6(6), 268-290. DOI:
10.6007/IJARBSS/v6-i6/2197

66