Emotional Intelligence and Academic Achievement among University Students

Review of Related Literature:

A study done in September 2012 by Azhar Md Zain and Faezah Hassan
showed that emotional intelligence (EI) is related to academic and professional
success and contributes to individual cognitive-based performance over and above
the level attributable to general intelligence. People and college students with
higher emotional intelligence show more positive social functioning in interpersonal
relationship and are regarded by peers as prosocial, less antagonistic and
conflictual. In an earlier investigation by Rozell, Pettijohn, and Parker (2002), a
significant relationship was found between emotional intelligence and the academic
achievement of undergraduate students at Mid-Western University in the USA.
A Study conducted by B. MONTES-BERGES PHD J.-M. AUGUSTO PHD in 2007
amongst nursing students have shown that emotional intelligence is a skill that
minimizes the negative stress consequences. The present work examines the role of
perceived emotional intelligence (PEI) measured by the Trait Meta-Mood Scale, in
the use of stress-coping strategies, in the quantity and quality of social support and
in the mental health of nursing students. The results indicated positive correlations
between clarity and social support, social support and repair, and social support and
mental health.
Analysis of the literature suggests that the modern demands of nursing draw
on the skills of emotional intelligence to meet the needs of direct patient care and
co-operative negotiations with the multidisciplinary team. The significance of this
needs to be recognized in nurse education. The link between emotional intelligence
and emotional labour is a fruitful area for further research. The potential benefits of
gaining a better understanding of how these concepts interact is largely conjecture
until we have more evidence. The prospect that there may be advantages to both
nurses and patients is a motivating factor for future researchers.