Related Literature

In a research conducted by Caprara (2000) and his colleagues in the journal, Psychological
Science (July 2000, Vol. 11, No. 4 pp.302), concluded that emotional intelligence skills actually are major
significant predictor of academic success. The study shows that there is a strong connection between
emotional intelligence and academic performance.

Another study on Emotional Intelligence, Academic Performance and Cognitive Ability by

Schutte et al. (1998) that data on a self-report measure of emotional intelligence done at the beginning
of the academic year significantly predicted the grades at the end of the year. In a research conducted
by Rozell, Pettijohn & Parker (2002), there was a bit, but significant relationship between academic
achievement, as measured by grade point average, and three out of the five factors with the usage of
emotional intelligence scale by Goleman (1995, 1998) scale. Petrides, Fredickson, and Furnham (2004)
look over at the relationship between trait emotional intelligence, academic performance, and cognitive
ability in a sample of 650 British secondary education students specifically the Grade 11 students. They
found that emotional intelligence has a moderate impact on the academic performance and the
cognitive ability of the British students.

In January 2000, Coover & Murphy conducted a research that will test the relationship between
self- identity and academic persistence and academic success in a counter stereotypical domain. The
study found that the higher the self-concept and self-schema, the more positive the self-description, the
better the academic performance at the age of 18. The research also showed that self-identity enhance
through social interaction and collaboration with others, which would improve performance. The
emotional intelligence of students implicitly contributes to academic achievement in information
technology studies, preliminary results from study led by Virginia Techresearchers signify – Emotional
Intelligence (Self Efficacy) Academic Success in Information Technology. The researchers, led by Pamplin
College of Business faculty members, measured how good is the students in computer science and
information systems carry the stressful situations and their level of emotional intelligence defined as
“the ability to assess, appraise, perceive and optimistically influence yourself and the others emotion.
The team examined the impact of these interpersonal factors on their grades. More than 600
undergraduates in more than 20 institutions in the United States participated in the research, based on
a series of questionnaires designed to measure bearing strategies and emotional intelligence. The
researchers concluded that students emotional intelligence was indirectly linked to academic
achievement, students with higher levels of emotional intelligence have more self-efficacy (self esteem
and knowledge that one can handle any circumstances or challenges vigorously) – and that having more
self efficacy in turn enhanced their academic achievement. (Science Daily, 2005).

In the light of concepts, theories and finding of related literature and studies, the On-Process
explanations on the connection between Emotional Intelligence and Academic Performance signify that
students of a low level of emotional intelligence are more likely to have low level of success in academic
performance. Just likely if the students are highly emotional intelligent, they are more likely to be high
academic achievers.