With the increasing level of these subdimensions, academic success will be positively affected. It undoubtedly indicates that the instrument has excellent reliability on the whole as well as with respect to all subdimensions. Investigation, Yes To examine the emotional intelligence of undergraduate students, descriptive statistics regarding overall emotional intelligence revealed that they were found emotionally intelligent above average (mean = 3.43, SD = 0.510). Writing review & editing, Affiliation Yes Then Pearsons product-moment correlation was applied to the responses of the students recorded in pre-survey (test) and post-survey (retest). MacCann and her colleagues analyzed data from more than 160 studies, representing more than 42,000 students from 27 countries, published between 1998 and 2019. More surprisingly, Shah, Sanisara, Mehta, and Vaghela [52] found that there is a negative association between academic success and emotional intelligence. Thus, fusing awareness of emotional intelligence into an academic program may contribute to the success of higher academic success by students and plausibly lead to the completion of their degree programs and retention. So, this shortcoming may be overcome through future research study with these demographic variables. a person having such a principle is known as Altruist [41]. In addition, the overall score of EIS was calculated by adding the mean scores of different subdimensions and then calculating their mean. A cross-sectional, descriptive and correlational research methods were employed in this study. Students who were more emotionally intelligent showed better performance in both the continuous assessments and the final professional examination. Drago [30] assessed the association between academic success and emotional intelligence for nontraditional college students. Emotional intelligence is composed of significant parts of individuals external as well as internal dealings, stress management abilities, mindset, personality, temperament adjustment and all these have significant influences on the academic accomplishment of university students [8]. https://doi.org/10.1371/journal.pone.0219468.g005, https://doi.org/10.1371/journal.pone.0219468.t007. The students ranged in age from elementary school to college. According to the Manual of Emotional Intelligence Scale, the total score obtained above 85 (mean score = 2.5) are regarded as Above Average Emotionally Intelligent. A standardized tool Emotional Intelligence Scale was employed for the collection of information from the undergraduates. In case of subdimensions, a significant positive relationship was found between all the subdimensions of emotional intelligence and academic success. The management of intrapersonal as well as interpersonal emotions is important for individuals academic and professional success. Within the paradigm of emotional intelligence, three theories are considered the fundamentals of emotional intelligence [24, 11]. It shows that higher the emotional intelligence of undergraduate students than higher will be their academic success and so on. Regarding the relationship between emotional intelligence and academic success, a strong positive relationship was found between emotional intelligence and academic success in term of Cumulative Grade Point Average. Based on the aforementioned research outcomes, it can be assumed that there is no unique agreement among the researchers on the association between emotional intelligence and academic success. The University is trying to accomplish academic excellence through continuous enhancement of its teaching and research by providing students and faculty with a vibrant environment conducive for creation, dissemination, and assimilation of knowledge. Intrapersonal skills stress on individuals concentration and commitment and also the capability to make planning and complete independent ventures. Instead, she recommends interventions that involve the whole school, including additional teacher training and a focus on teacher well-being and emotional skills. This cross-sectional study was officially approved by the Department of Education & Psychology, Kohat University of Science & Technology (KUST), Pakistan. Its not enough to be smart and hardworking. No, Is the Subject Area "Intelligence" applicable to this article? Investigating emotional intelligence and academic performance of undergraduates, it is evident from the descriptive analysis that undergraduate students were emotionally intelligent on the whole. The concept of emotional intelligence as an area of academic research is relatively new, dating to the 1990s, according to MacCann. The minimum and maximum CGPA were recorded as 1.80 and 4.00 respectively. Accordingly, academic success is negatively affected by higher emotional intelligence. As presented in Table 6, a bivariate Pearsons product-moment correlation was run to find out the relationship between emotional intelligence and academic success among undergraduate students. For more information about PLOS Subject Areas, click The researchers personally visited the respective sampled academic departments and met the Heads of the Departments for seeking formal permission for the collection of data. These competencies enable a person to perceive and control emotions, ensure poise and dignity, formulate objectives, promote empathy, ensure conflict resolutions, and promote competencies essential for leadership and successful group participation [7]. Regarding father educational level, it was found that 32(17.20%) undergraduates fathers were under matriculation, 27(14.52%) had matriculation, 26(13.98%) were intermediate passed, 53(28.49%) were Bachler degree holders, 46(24.73%) were Master degree holders, 2(01.08%) were MPhil degree holders, and no father was found having PhD degree. Cumulative Grade Point Average (CGPA) of the students was considered as academic success. In case of Biological Sciences, there are total five departments such as Microbiology, Biotechnology & Genetic Engineering, Botany, Zoology, and Pharmacy. Lucia then does not help Kelly (as she usually does) later in English literature class, a class she often struggles in because it requires her to analyze and understand the motivations and emotions of characters in books and plays. Emotional intelligence acts as a background for understanding the association between cognition and emotions [29]. In this model, emotional intelligence determines the potential for accomplishing proficiency of certain capabilities in the domain of emotional intelligence. The gap between endeavors for learning, powerful learning, and academic success can be covered by emotional intelligence [3]. Data curation, The main purpose of this approval from the said department was to discuss and confirm the various aspects of the study including the feasibility as well as the applicability of the research study, the significance of the study, the ethical aspects and other related aspects. Department of Education, Fatima Jinnah Women University, Rawalpindi, Punjab, Pakistan, Affiliation In order to examine the association between emotional intelligence and academic success among undergraduate students, it is evident from the Pearsons product-moment correlation analysis that there is a strong positive correlation between emotional intelligence and academic success among undergraduate students. In addition, five subdimensions were found significant predictors of academic success and have a significant positive influence on the students academic success. Quality projects have been connected to enhanced academic performance through the advancement of students emotional intelligence capabilities [33]. It describes systematically and logically the actions required to be taken during the research study through a picture or visual display [35]. It means that the model is significant statistically. They noted that the association of these variables may be influenced by other variables in this setting, so it needs further investigation in this area. In this cross-sectional study, 186 undergraduate students (male n = 119, female n = 67) participated on the request of researchers through formal permission. The other subscales of emotional intelligence were rated as managing relation (mean = 3.51, SD = 0.640), value orientation (mean = 3.50, SD = 0.786), self-development (Mean = 3.47, SD = 0.744), commitment (mean = 3.38, SD = 0.428), and Self-motivation (mean = 3.37, SD = 0.612), empathy (mean = 3.32, SD = 0.532), and emotional stability (mean = 2.91, SD = 0.640). Finally, the skills required for emotional intelligence, such as understanding human motivation and emotion, may overlap with the skills required to master certain subjects, such as history and language, giving students an advantage in those subject areas, according to MacCann. Self-motivation is the capacity of an individual to stimulate and inspire his own personality, to examine a cause and the basic quality to achieve some goals. The various subdimensions of EIS are described as under: https://doi.org/10.1371/journal.pone.0219468.t002. There are total seventeen different departments of social sciences, physical sciences, and biological sciences (see Table 1). Interpersonal intelligence is the external intelligence which an individual utilizes to comprehend and maintain relations with the other individuals. It undoubtedly reveals that with the increasing level of these subdimensions, academic success will be positively affected. They noted the difference between the groups and found that stress management was the main difference. The idea of emotional intelligence was introduced by Salovey and Mayer [1], who defined it as the capability of an individual to manage his own emotions and the emotions of other individuals, to differentiate among them and to utilize information to facilitate ones activities, reasoning, and thinking. Validation, Affiliation The study examined the association between emotional intelligence and academic success in term of Cumulative Grade Point Average (CGPA) among undergraduates of Kohat University of Science & Technology Pakistan. Within the context of work performance, Goleman model is different from Bar-On [11] and Mayer and Salovey [2], who emphasize education and workplace products. The minimum and maximum mean scores of emotional intelligence of undergraduate students were found 2.09 and 4.48 respectively. It was awarded W the highest category by Higher Education Commission (HEC) of Pakistan. It can be assumed that for better academic performance, students emotional intelligence should be enhanced. https://doi.org/10.1371/journal.pone.0219468.t005. Emotional Intelligence Scale was highly validated instrument widely used for measuring emotional intelligence of individuals, but it was necessary to confirm its validity with respect to Urdu version and research locality. The Emotional Intelligence Scale has been validated through its developers on Indian executives, therefore, it was necessary to confirm its validity and reliability in Pakistani perspective. Firstly, the problem has been investigated through only quantitative research methodology and therefore, the same problem may be investigated by applying a mixed method research methodology i.e., quantitative as well as qualitative methodology in future research. Emotional intelligence with regard to work performance has been seemed to motivate others for solving problems, cooperating, and working to discover impartial approaches to ensure solutions for conflicts [12]. There are total seven departments in social sciences i.e., Institute of Business Studies, English, Education & Psychology, Journalism & Mass Communication, Economics, Islamic & Pakistan Studies, Social Work & Sociology. This scale has been constructed on five Point Likert Scale i.e., Strongly Agree, Agree, Undecided, Disagree, and Strongly Disagree and were scored as 5, 4, 3, 2, and 1 respectively. Therefore, there is a need for further investigation on the association between these two variables. Emotional intelligence may be characterized as the capability to identify, persist, control driving forces, communicate clearly, make incredible decisions, tackle issues, and perform with other individuals in such a way that makes companions and success [6]. With the increasing level of these subdimensions, academic success will be positively affected. Therefore, the null hypothesis was rejected. Hence, the null hypothesis was rejected. So, the null hypothesis was rejected. In contrast, self-awareness, empathy, self-motivation, value orientation, empathy, self-motivation, integrity and value orientation have no significant positive influence on academic success. Statistical tools i.e., simple percentage, mean, standard deviation, ANOVA, Pearsons product-moment correlation and multiple linear regression were employed to reach the desired research outcomes. Funding: The author(s) received no specific funding for this work. These theories have been presented in the last decade as an endeavor to explain the capabilities, attributes, and skills related to emotional intelligence. As an example, MacCann described the school day of a hypothetical student named Kelly, who is good at math and science but low in emotional intelligence. The findings revealed that there was a strong positive relationship (r = 0.880) between emotional intelligence and academic success among undergraduate students. Integrity involves perceived consistency and regularity of activities, beliefs, convictions, methodologies, measures, and standards. Is the Subject Area "Emotions" applicable to this article? MacCann cautions against widespread testing of students to identify and target those with low emotional intelligence as it may stigmatize those students. Although there is evidence that social and emotional learning programs in schools are effective at improving academic performance, she believes this may be the first comprehensive meta-analysis on whether higher emotional intelligence relates to academic success. The scatterplots (a-d) clearly indicate the significant positive relationships among Self-awareness & CGPA; Empathy & CGPA; Self-Motivation & CGPA; and Emotional Stability & CGPA. Article: Emotional Intelligence Predicts Academic Performance: A Meta-Analysis, by Carolyn MacCann, PhD, Yixin Jiang, PhD, Luke Brown, MSc, and Micaela Bucich, BPsych, The University of Sydney; Kit Double, PhD, Oxford University, and Amirali Minbashian, PhD, University of New South Wales Sydney. American Psychological Association. It evidently shows that higher the level of emotional intelligence, higher will be the academic success. It is imperative for promoting characteristics like sympathy, empathy, and strengthening powerful relationships. 39000, 57(30.65%) undergraduates parents earned Rs. She does not know what to do to regulate her own feelings, said MacCann. She is also upset that Lucia is mad at her. Null Hypothesis 2. So, in order to record CGPA of the undergraduate students, a mandatory option was added in the demographic section of scale (see S1 Appendix). Goleman [3] characterizes emotional intelligence as a collection of skills or capabilities i.e., having the ability to boost oneself and continue regardless of hindrances, to deal with compulsion and dissatisfaction, to manage one's mind-sets and keep sufferings from influencing the capability to think, to sympathize and to be optimistic. Emotional intelligence is a substantial predictor of performance in educational and other organizational settings [26]. Stress management abilities involve a person's capability to remain calm, use constructive managing strategies, and promote power supportive systems. Secondly, the data was collected through a standardized tool and there is a possibility of a slight difference in the findings if the data may be collected through a self-developed measuring instrument. Self-development refers to the individual obligations and liabilities for ones own learning and advancement through a procedure of assessment, reflection, and execution. are the important variables which may affect the outcomes of the study, but these variables were not considered in this study. In order to analyze the data, descriptive statistics as well as inferential statistics were used. Additionally, the results have also been shown through scatterplots for more explanation (see Figs 35). No, Is the Subject Area "Altruistic behavior" applicable to this article? Yes It is calculated through a process where the same participants complete a survey at two different occasions to know to which degree the responses are stable. The total emotional intelligence score was a significant predictor of good overall continues assessments (CA) and a negative predictor of the poor result in overall continues assessments. It clearly indicates that if a student is emotionally intelligent, his academic performance will be excellent. In addition, due to the involvement of human participants, ethical clearance for this cross-sectional study was also obtained from the same department. Increasing skills for everyone not just those with low emotional intelligence would benefit everyone.. Besides, factor analysis was used on the scores and thus ten variables were found which establish the sub-measurements of the emotional intelligence scale. The outcomes of the analysis have also been elaborated through scatterplot for better understanding (see Fig 2). Conversely, negative emotions hinder learners from connecting their learning to the task at hand and from creating meaning and relevance. According to the sampling outcomes, a total of 186 undergraduate students were selected from 1856 undergraduates (see Table 1). To verify the reliability of the scale, they distributed the scale among a sample of 200 Indians executives and split half reliability was applied to their responses. According to Greenleaf [43], when the emotional state of a learner is positive, the organization of cognitive memory can be stimulated, and the learner will grow intellectually. Although we know that high intelligence and a conscientious personality are the most important psychological traits necessary for academic success, our research highlights a third factor, emotional intelligence, that may also help students succeed, said Carolyn MacCann, PhD, of the University of Sydney and lead author of the study. Psychological Bulletin, published online Dec. 12, 2019. The multiple linear regression analysis revealed that among the subdimensions of emotional intelligence, five subdimensions were found substantial predictors and have a significant positive effect on academic success. For this purpose, Pearsons correlation is applied between the outcomes of pre-survey and post-survey. Mayer, Caruso, and Salovey [1] are familiar with their incredible contribution to the rise of emotional intelligence. WASHINGTON Students who are better able to understand and manage their emotions effectively, a skill known as emotional intelligence, do better at school than their less skilled peers, as measured by grades and standardized test scores, according to research published by the American Psychological Association. On the other hand, intrapersonal intelligence is the internal intelligence which is used by an individual to know and understand himself which is necessary for self-awareness, self-inspiration, and self-regulation. Yes This study has some shortcomings and limitations. In the current study, a cross-sectional descriptive, quantitative and correlational research methods were used. Afterward, the authors presented a revised and comprehensive definition of emotional intelligence as the capability to observe emotions, coordinate emotions to encourage thought, understand and control emotions to stimulate self-improvement [2]. Conclusively, undergraduate students were found emotionally intelligent. Emotionally intelligent students get better grades and higher test scores, study says. As for why emotional intelligence can affect academic performance, MacCann believes a number of factors may come into play. Bar-On [5] expressed that emotionally intelligent individuals are commonly optimistic, adaptable, realistic, and effective in resolving issues and facing stressful situations without losing control. In case of inferential statistics, Pearsons product-moment correlation was used to examine the association between emotional intelligence and academic success among undergraduates. The extensive body of research advocates that capabilities of emotional intelligence contribute to excellent performance [1923]. Hence, Goleman [3] recommended that emotional intelligence is a considerable predictor of academic success which is better than conventional measures of intelligence. The scatterplots (a-d) plainly portray the significant positive relationship among Managing Relations & CGPA; Integrity & CGPA; Self-Development & CGPA; and Value Orientation & CGPA. It presents a map for the investigation to be pursued. In more simple words, emotional intelligence is directly related to academic success and higher the emotional intelligence, higher will be the academic success and vice versa. Department of Education & Psychology, Kohat University of Science & Technology, Kohat, Khyber Pakhtunkhwa, Pakistan, Roles Mayer, Salovey, and Caruso [29] proposed that emotional intelligence improves with the increasing of age. A sample of 186 students who were enrolled during the semester Fall 2015 to Spring 2018 was selected through a random sampling technique. Secondly, it was translated into the Urdu language from English for a better understanding of the sample subjects. https://doi.org/10.1371/journal.pone.0219468.s001, https://doi.org/10.1371/journal.pone.0219468.s002, https://doi.org/10.1371/journal.pone.0219468.s003. Alternatively, as emotional intelligence diminished, oppositional behavior increased. As depicted in Table 8, a multiple linear regression was done to find out the predictors of academic excellence among undergraduates. The findings suggest that the emotional intelligence of the undergraduate students may be further improved so that their academic performance may further be enhanced. Among these predictors, self-development was rated to be the strongest predictor followed by emotional stability, managing relations, altruistic behavior, and commitment in defining academic success positively. Table 5 reflects the descriptive analysis of the emotional intelligence and academic success in the form of Cumulative Grade Point Average (CGPA) of undergraduate students enrolled in different disciplines of Social Sciences, Biological Sciences, and Physical Sciences during Semester Fall 2015 and Spring 2018. Methodology, Survey research design was used for gathering the required information from the undergraduates as it is more appropriate, authentic, economical and time-saving. Emotional stability is the ability of the individuals character to ensure the stability in even unpleasant and upsetting conditions.