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All content in this area was uploaded by Farah Malik on Nov 26, 2020
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65
Emotional Intelligence and Academic Achievement: Implications for
Children’s Performance in Schools
Farah Malik and Sultan Shujja
GC University, Lahore Pakistan University of Sargodha
The study assessed relationship of emotional intelligence with academic
achievement in children of 4 to 8th grades with age 9 through 13 years (M = 11.48,
SD = 1.43). Sample comprised 204 children; 107 high and 97 low achievers drawn
from eight public and private schools in two cities of Pakistan. Children’s percentage
of marks obtained in the final promotion examination of pervious grades was used
as indicator of academic achievement. Measures used were Urdu version of BarOn
EQ-i: YV and a demographic information form. Data were collected in small groups
of 10-15 consented children with the help of class teachers. The results indicated a
significant positive correlation between academic achievement and emotional
intelligence. High and low achievers showed significant differences on overall
emotional intelligence; no gender differences were found in both groups for total EQ
score but on interpersonal and stress management scales; gender differences
within groups were significant. Children from public schools were high on EQ than
private schools but low on academic achievement. The findings might be of great
interest to academicians, educational psychologists, school counselors and parents
to understand association between emotional intelligence and academic
achievement; also Pakistan related cultural specific issues.
Keywords: Emotional Intelligence, Academic Achievement, High and low achievers,
Pakistan, BarOn EQ-I YV
Emotional intelligence and academic
achievement have become a prime interest for
the teachers, educationists, psychologists and
parents to predict children’s academic success
which is considered to be an outcome of the
learning environment as well as cognitive and
intellectual potentials of children. Now researchers
are focusing on the role of related factors other
than traditional contributing factors like cognitive
ability (IQ) and school environment in children’s
academic achievement and success.
Personality trait based model of emotional
intelligence (EI) proposed by Bar-On (2000)
distinguishes among five domains e.g.,
Interpersonal, Intrapersonal, Adaptability, Stress
management and General mood. This emotional-
social intelligence (ESI) predicts various aspects
of human performance in different settings like
workplace, school, and other situations involving
social interaction; even physical and
psychological health. It is the cross-section of
emotional and social competencies and skills
determining how effectively one can understand
and express oneself, understands others and
relates to them and copes with daily demands
(Bar-On, 2006).
Researchers strongly support that EI (trait
or ability) predicts the life success outcomes and
academic achievement among adolescents and
adults. Qualter and Gardner (2007) believed that
predictability of academic success could be
enhanced by using EQ-I because it contains
larger number of components relevant to academic
success. Abisamra (2000) reported a significant
relationship between EI and academic
achievement in students of 11th grade. A qualitative
study on primary school children demonstrated
that social and emotional intelligence both predict
and facilitate the academic achievement (Brunker,
2007). The growing influence of emotional
intelligence in educational setting encouraged
researchers to explore further; Petrides,
Frederick, and Furnham (2004) examining the role
of trait emotional intelligence in academic
© Journal of the Indian Academy of Applied Psychology
January 2013, Vol.39, No.1, 65-73.
66
performance and deviant behavior in students
depicted a strong relationship between trait EI
and scholastic achievement. Similarly Aremu,
Tella, and Tella (2006) found emotional intelligence
as a strong predictor of academic achievement
while recommending a need to introduce emotional
and social wellbeing programs in primary schools.
Mavroveli, Petrides, Shove, and Whitehead (2008)
found emotional intelligence was pertinent to
coping with school pressures in the school drop
outs and non drop outs. Children perceiving
themselves emotionally intelligent were less likely
to be dropped out from school. Recently a growing
number of studies have shown mediational and
incremental trait EI effects over various relevant
variables including academic achievement(e.g.,
Austin, Saklofske, & Mastoras, 2010; Downey,
Johnston, Hansen, Birney, & Stough, 2010;
Gardner & Qualter, 2010; Hogan et al., 2010;
Johnson, Batey, & Holdsworth, 2009; Kluemper,
2008; Mavroveli, Petrides, Sangareau, &
Furnham, 2009; Petrides, Pe´rez-Gonza´lez, &
Furnham, 2007; Saklofske, Austin, & Minski,
2003; Schutte Thorsteinsson, Hine, Foster,
Cauchi, & Binns, 2010).
To determine gender difference with reference
to emotional intelligence is another interesting
area to discover for researchers; some studies
reported girls as more emotionally intelligent than
boys; for being more empathetic, more perceptive
and adaptive than boys (Argyle, 1990). Similarly,
Sanchez-Nunez, Fernandez-Berrocal, Montenes,
and Latorre (2008) justified gender differences
found in emotional intelligence while reviewing the
findings of different studies (e.g., Houtmeyers,
2002;Young, 2006) and suggested that gender
differences in EI might be explored right from the
infancy due to different trainings strategies used
for boys and girls’ child rearing practices. Another
interesting study demonstrated that boys believed
that they had higher EI than girls; most of the
correlations between measured and self-
estimated scores of EI were significant and
positive, correlations between measured and self-
estimated scores were generally higher for boys
than girls (Petrides & Furnham, 2000). Paker, et
al. (2004) found a significant gender effect for
interapersonal, interpersonal and adaptability
scales of EQ-i youth version. Boys scored higher
on adaptability while girls scored higher on
interapersonal and interpersonal scales. Tapia and
Marsh (2006) also found significant differences in
empathy and self-control of girls and boys; girls
scored higher than boys. High and low achieving
boys and girls showed different kind of emotional
intelligence skills associated with academic
achievement.
Researchers in the filed of emotional
intelligence convincingly agree upon the positive
contribution of emotional intelligence especially
in the academic setting. Though lot of research
has been carried out in the area of emotional
intelligence and academic achievement in
different student samples around the globe on the
bases of which number of intervention programs
are being introduced round the globe. However
few studies have been carried out so far on primary
and secondary school children to predict their
academic success; a qualitative study in primary
school children sample reported the predicting
and facilitating role of the social and emotional
intelligence in their academic achievement
(Brunker, 2007). Therefore the most important
reason behind the idea of current study was the
scarcity of research in the area of emotional
intelligence on the child sample generally and
especially in Pakistani cultural context. Some of
the researches done in Pakistan focused
adolescents and adults (Farooq, 2003; Malik,
Malik, & Anjum, 2009, Aslam, 2009) which also
reported significant association between
emotional intelligence and academic achievement
in these samples, hence the need to explore
emotional intelligence in the child sample was
recognized by the researchers focusing the trait
based model and measure which is considered
the most useful instrument carrying its five
dimensions. It is also pertinent to highlight that
the socio-economic, political and educational
systems in Pakistan that is unlike other
countries; especially in educational setting there
exist two parallel school systems i.e., English
medium which is mostly adapted in private
schools and Urdu medium (Urdu is Pakistan’s
national language) which is mostly prevalent in
public/government schools. Private schools
(English medium) are more equipped with
computer and other facilities, therefore, students
67
in private have more exposure to technology and
latest instructional methods. Unluckily public/
government (Urdu medium) schools are the most
neglected segment in the educational setting.
Consequently, students face lack of resources
and up to date learning environment. Moreover
children are brought up and socialized in very
different scenario in our society where certain
social skills are emphasized such as obedience
of elders, unquestioned acceptance of parents’
and teachers’ demands and orders that make it
difficult for children to develop emotional stability
and social adjustment. On the bases of existing
literature, the main objective of this study was to
investigate the relationship between emotional
intelligence and academic achievement in school
children and to determine the level of emotional
intelligence in high and low achiever children.
Further to determine gender differences in EQ and
academic achievement; role of the learning
environment in terms of type of schools (private/
government) in emotional intelligence and
academic achievement was other focuses of
study.
Based on the already existing literature
findings it was hypothesized that there would be
a positive correlation between emotional
intelligence and academic achievement; high
achievers would be high on emotional intelligence
as compared to low achievers. It was further
hypothesized that girls would be high on
emotional intelligence as well as academic
achievement than boys; children from private
school systems (English medium) would be better
in EQ and academic achievement than their
counterparts from government schools (Urdu
medium).
Method
Sample:
The sample of 300 children, 150 boys and
150 girls of 4-8th grades was drawn from eight
schools, four government and four private, form
two cities in Pakistan (Lahore and Sargodha). The
sample was stratified as high (n = 107) and low
achievers (n = 97) ending up with 204 children as
per criteria of their marks percentage in the
previous grade annual/ final examination; 65% and
above was taken for high achievement while below
40% for low achievement. The grades of the high
and low achiever groups were confirmed with the
school examination office records. Children’s age
ranged form 9 to 13 years (M =11.48, SD = 1.43)
and they belonged to different SES classes. 56%
children belonged to private/English medium
schools and 51% to public/government Urdu
medium schools. Almost 20%of children were
drawn from each grade. Sample included 52.3 %
were high achievers and 47.5 % low achieves and
majority of students belong to middle socio-
economic class (46.5 %).
Measures
Bar-On Emotional Quotient Inventory: Youth
Version (BarOn EQ-i: YV, 1997, 2000): It was
developed based on Bar-On’s Emotional and
Social Model (ESI) to measure emotional
intelligence in children of age 6-18 years which
was based on. The long form of Bar-On EQ-i: YV
was used in the current study that comprised 60
statements and 7 subscales labeled as
Intrapersonal scale (6 items), Interpersonal scale
(12 items), Adaptability scale (10 items), Stress
management scale (12 items), General mood
scale (14 items), total EQ (40 items), Positive
impression scale (6 items) and an inconsistency
index. General mood scale was not contributing
in total EI, so it was not considered. Response
format of EQ-i: YV was “very seldom true of me”,
“seldom true of me”, “often true of me” and “very
often true of me” and score range was 1-4; “1 for
very seldom true of me” and “4 for very often true
of me”. Scoring was reversed for negative items.
Positive impression scale (6 items) and
inconsistency index were used as special
measure of validity of Bar-On EQ-I: YV (BarOn,
1997). Internal reliability coefficients for age and
gender were also computed; internal reliability
coefficient for both males and females of these
age groups ranged from .65-.90. Test-retest
reliability over the three week period ranged
between .77-.84 (BarOn, 1997). For the current
study, Urdu version of Bar-On EQ-i: YV was used
which showed (á = .96) highly significant reliability
(Malik, 2009).
Academic Achievement Measure:
Percentage of marks in the annual examination
of previous classes of children was taken as a
68
criterion for children’s academic achievement.
Children obtaining 65% and above marks were
grouped as the high achievers while children
securing 40% and below were grouped as low
achievers. The children in both groups were
identified with the help of class teachers and their
percentage of marks was confirmed through
examination office record of respective schools.
The consent form was developed in Urdu for
the convenience of parents and children describing
the research purpose and procedures
Procedure:
The data were collected after seeking official
permission from school authorities, principals and
class teachers of all the designated government
and private schools in Lahore and Sargodha.
Informed consent was taken from the parents/
guardians through school administration and also
from children before starting data collection. Data
were collected in the first few weeks in the first
term of their promotion to the new grades with
the help of class teachers of every grade (4th to
8th). Children were asked to give honest
responses on Urdu version of Bar-On Emotional
Intelligence Scale-Youth version (EQ-i YV) and
demographic form completed in 20-30 minutes in
the presence of the researcher. Students of
afterwards were grouped as high and low achievers
on the bases of their obtained %age of marks in
the school final/annual promotion examinations
and grades mentioned by the students were
confirmed with the examination office records of
the concerned schools.
Results
The data of study were subjected to
statistical analysis to test the proposed
hypotheses through statistical evidences.
Reliability estimates of Urdu version of Bar-
On Emotional Quotient Inventory: Youth Version
(EQ-i: YV) were compatible to the original
psychometric properties of EQ-i: YV (BarOn,
1997). Cronbach’s alpha coefficients for EQ-i and
Table 1. Reliability Analyses and Intercorrelations of EQ with Academic Achievement
(N=204)
Variables 2 3 4 5 6 á
1. Intrapersonal Scale .21** .17* .34*** .61*** 0.02 0.64
2. Interpersonal Scale -0.07 .50*** .71*** .22** 0.69
3. Stress Management Scale -.30*** .60*** -0.02 0.64
4. Adaptability Scale -.80*** .20** 0.78
5. Total EQ Scale -.16* 0.85
6. AACH - -
*p<.01. **p< .001. *** p<.0001.
Note: EQ = Emotional intelligence, Note: AACH = % of Marks obtained
Table 2. Hierarchical Regression Analysis for Predictor Variables of Academic
Achievement (N= 204)
Step I F = (1, 203) = 5.21, Step II F = (1, 203) = 4.40, Step III F = (1, 203) = 5.08.
Predictors BSE Âtp
Step I (R= .16, R2= .025)
Emotional Intelligence .216 .095 .159 2.07 .02
Step II (R=.21, R2= .042)
Emotional Intelligence 0.223 0.094 0.164 2.37 0.01
Gender 4.7 2.5 0.13 1.87 0.06
Step III (R = .27, R2 = .071)
Emotional Intelligence 0.257 0.094 0.188 2.73 0.01
Gender 4.74 2.47 0.131 1.92 0.05
School .-6.22 2.49 -0.172 -2.49 0.01
69
its subscales ranged from .64 to .85. Inter-
correlations between Bar-On EQ-i: YV and its four
subscales were ranged from .61 through .80; with
the highest correlation for the Adaptability scale
(r = .80, p< .0001), Intrapersonal (r =.61, p<.0001),
Interpersonal (r=.71, p<.0001) and Stress
Management scale (r=.60, p<.0001).
Hierarchical regression model illustrated that
EQ as the strongest predictor of academic
achievement at the first step with â= .216, F (1,
202) = 5.21, p< .02, which explained 16% of the
variance (R =.16); also in the second ( â = .223)
and third model (â= .257). Gender (â = 4.74) and
type of school (private/English medium and public/
Urdu medium, â= -6.22) also emerged as two other
significant predictors of academic achievement
for children.
When computed correlation for all the
variables entered in the hierarchical regression,
academic achievement and emotional intelligence
were significantly correlated with each other (r =
.21), academic achievement was correlated with
gender (r = -.12) and school (r = -.15). Emotional
intelligence was not correlated with gender (r =
.05) but was correlated with school (r = -.13).
The differences across high and low achiever
groups were further explored while computing t-
test analysis which indicated high achievers were
more emotionally intelligent than low achievers
but difference between the means of high and low
achievers was moderately significant, t (202) =
2.33, p<.05. The significant differences between
the scores of high and low achievers were on two
subscales of interpersonal, t (202) = 3.11, p< .001.
and adaptability, t (202) = 3.51, p< .001.
Gender differences for EQ measure and its
four subscales were determined through t-test
which indicated no differences for boys and girls
on total emotional intelligence score, t (202) =
.582, p = ns. However differences were significant
on the subscales of interpersonal, t (202) = 3.49,
p< .001, with girls’ high scores (M = 39.26) than
boys (M = 36.77) and stress management, t (202)
= 2.73, p< .01, with boys’ high score (M= 34.47)
than girls (M= 32.35). When gender differences
across high and low achiever groups were explored
through t-test, the results in Table 5 depicted that
on total EQ scores high achievers girls and boys
didn’t differ but the difference on the interpersonal
subscale of EQ-i were significant with girls’ high
mean score (M = 40.17) than boys (M = 37.85).
When data were further explored for the
differences on emotional intelligence and
academic achievement across gender and school
Table 3. Intercorrelations among the EQ, Academic Achievement, Gender
and School Type (N=204)
Variables 2 3 4
1Emotional Intelligence .215* .058 -.131*
2Academic Achievement --.123* .15*
3Gender - .00
4School (Public/Private) -
*p < .05.
Note: School = Private (English medium) and Public (Urdu medium) Schools
Table 4. Differences between High (n = 107) and Low (n = 97) Achievers’ Scores
on EQ Total and its Four Subscales
High Achievers Low Achiever
M (SD) M (SD) t value
Intrapersonal Scale 15.55(4.24) 15.23(3.09) .62
Interpersonal Scale 39.02(5.15) 36.92(5.13) 3.11**
Stress Management 33.32(5.77) 33.52(5.50) .25
Adaptability 31.52(5.15) 29.43(5.31) 3.51**
Total EQ 119.41(13.59) 115.09(12.75) 2.33*
* p<.05. ** p<.001.
70
through multivariate ANOVA, there was a
significant effect of gender on academic
achievement, F (1, 203) = 3.84, p<.05 and effect
of school on emotional intelligence, F (1, 203) =
7.69, p< .01, however interaction effect of gender
and school on emotional intelligence remained
non significant.
The data further broke into t-analysis (Table
6) also demonstrated that students of
government/public (Urdu medium) schools were
high on emotional intelligence than their
counterparts from the private (English medium)
schools, t (203) = 2.04 whereas academic
achievement level of children from private schools
was higher than government school students, t
(203) = 2.07, p < .05. Mean score differences are
depicted in Figure 4 below.
Discussion
Researchers claim that those children who
are well aware of their own and others’ emotions
and better adjusted in society are more likely to
show good academic performance and success
in school. The positive socialization might help in
developing good interpersonal relationships and
social adjustment. These findings of the current
study get support from existing research for
example Abisamra (2000); Adeyemo (2001);
Aremu, Tella, and Tella (2006); BarOn (1997);
Brunker (2007); Malik (2009); Mavroveli, Petrides,
Shove, and Whitehead (2008), Parker et al.(2004);
and Zee, Thijs, and Schakel (2002).
Emotional intelligence, and school type
emerged as significant predictors of academic
achievement and gender was the least significant
predictor. It might imply that academic
achievement or performance might be determined
by emotional intelligence and also by school and
gender where girls show high academic
achievement level than boys (Tapia & Marsh,
2006)
Boys and girls remained even in their level of
emotional intelligence depicting no difference for
Table 5. Mean Scores of High Achievers and Low Achievers Boys and
Girls on Emotional Intelligence and its Subscales
High Achievers
Boys(n = 53) Girls (n = 54)
Scales M (SD) M (SD) t
Intrapersonal Scale 15.26 (3.32) 15.83 (4.99) .693
Interpersonal Scale 37.85 (4.87) 40.17 (5.21) 2.37**
Stress Management scale 34.06 (5.57) 32.59 (5.92) 1.31
Adaptability 31.40 (4.91) 31.65 (5.41) .252
Total EQ 118.57 (12.7) 120.24 (14.47) .636
Low Achievers
Boys(n = 49) Girls (n = 48)
Intrapersonal Scale 16.24(2.61) 14.19(3.22) 3.46***
Interpersonal Scale 35.61(5.34) 38.25(4.60) 2.60**
Stress Management scale 34.92(4.36) 32.08(6.18) 2.61**
Adaptability 30.41(5.69) 28.44(5.40) 1.85*
Total EQ 117.18(12.23) 112.96(13.04) 1.64
* p<.05. ** p<.01. ***p< .001.
Table 6. Mean, Standard Deviation and t values of Private School Students
and Government School Students on Emotional , SC and GPA (N=204)
Schools Private Public/Govt.
variables M (SD) M (SD) t
EQ Total Score 115.50 (13.28) 119.32 (13.29) 2.04*
AACH 72.09 (17.03) 67.44 (18.99) 2.07*
* p< .05. Note: AACH = % of Marks obtained
71
overall EQ measure scores, differences were
significant on interpersonal and stress
management skills where girls showed better
interpersonal skills and boys better stress
management skills.When gender differences were
determined separately for high and low achiever
groups for emotional intelligence and its four
dimensions, the difference between high achiever
boys and girls as well as low achiever boys and
girls on total EQ remained non-significant; the
current finding receives support from Katyal and
Awasthi, (2005) who also found no gender
differences for emotional intelligence. However
boys and girls within high achievers’ group were
significantly different on interpersonal skills scale
where girls had high score depicting particular
inherent empathetic potential of interpersonal
relationships. Many researchers have established
that gender differences can be seen from infancy
due to different brought up training given to boys
and girls (Houtmeyers, 2002; Sanchez-Nunez,
Fernandez-Berrocal, Montenes, & Latorre, 2008;
Young, 2006) which is particularly true in
Pakistani culture. Girls are taught interpersonal
skills right from the beginning during childhood.
Feinggold (1994); and Crick and Grotpeta (1995)
also establish that boys show greater dominance
and insensitivity during interaction and girls are
more focused on intimate relationships.
Interestingly, when explored the low achiever
children’s group individually significant differences
were found between boys and girls on all the
subscales of emotional intelligence measure
though their total emotional intelligence scores
were similar. Low achiever boys were high on
intrapersonal scale, stress management scale
and adaptability while girls were high on
interpersonal scale; finding consistent with Parker
et al., 2004 suggesting boys might score higher
on adaptability than girls who score higher on
interapersonal and interpersonal scales of BarOn
EQ measure. Similarly Tapia and Mash (2006)
well established that high and low achieving boys
and girls have different kind of EQ skills which
are also associated with academic achievement.
When discovered the role of the school
environment through the type of school children
were studying, children form government/public
school students were high in emotional
intelligence but low in academic achievement as
compared to children form private schools.
Furthermore the private school
administrations area more concerned with
academic achievements and grades of the
students to raise their popularity graphs being in
the commercial competition and to attract more
and more parents and children might serve as a
plausible explanation of better academic
achievement of children from private English
medium schools. On a conclusive note, children
in the government schools not only lack resources
and modern technology that they have to strive
for but face harsh and abusive behaviors by
teachers which is not generally widespread in the
private schools. Unluckily harsh corporal
punishment still prevails in Pakistani school
system especially in government sector having
no state legislation to prevent it. Due to the
continuous exposure to stressful emotional social
situations at schools, these children might learn
to better identify emotions of self and others to
be well adjusted and cope with in their stressful
environment than their counter parts form private
school system. On a conclusive note the findings
of our study established the relationship of
emotional intelligence with academic
achievement in children in Pakistan. Findings of
the current research might lead researchers to
explore new dimensions of EI within educational
context in future. Longitudinal research might
portray a comprehensive picture about the
influence of the emotional intelligence on the
academic achievement of children and
adolescents. The research might be expanded
to the diversified and cross-cultural samples from
different cities and provinces in Pakistan as well
as internationally for comparison purposes. In lieu
of relaying on single measure of EQ, multiple EQ
measures might be used in order to investigate
diverse dimensions of emotional intelligence.
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Farah Malik, PhD, Associate Professor and Incharge, Clinical Unit, Department of
Psychology, GC University, Lahore-54000, Pakistan
Sultan Shujja, Lecturer, Department of Psychology, University of Sargodha, Pakistan.
Received: May 22, 2012
Revised: June 29, 2012
Accepted: September 03, 2012
