CHAPTER III

PREVIOUS STUDIES
























CHAPTER III PREVIOUS STUDIES PAGE
NO

3.1 Introduction 76


3.2 Studies on Emotional Intelligence and 76

Academic Achievement


3.3 Studies on Emotional Intelligence and

Academic Achievement
105


3.4 Major Trends Indicated in the Previous

Studies
108


3.5 Conclusion 109

3.1 INTRODUCTION

The present study being an attempt to understand the concept
of Emotional Intelligence and Multiple intelligences and the influence
of Emotional Intelligence and Multiple intelligences on Academic
Achievement, an attempt was made to review the relevant literature.
The sources of studies for review studies are refereed journals, other
journals, books, dissertations, dissertation abstracts, and the
Internet.
The reviewed studies have been summarized and grouped
under the following major headings:
a) Studies on Emotional Intelligence and Academic

Achievement

b) Studies on Multiple Intelligence and Academic

Achievement

c) Major trends indicated in the review



3.2 STUDIES ON EMOTIONAL INTELLIGENCE AND
ACADEMIC ACHIEVEMENT

Many educational psychologists in their attempt to investigate
what determines academic outcomes of learners, have come with
more questions than answers. The learning outcomes (academic
achievement and academic performance) have been determined by
such variables as; family, school, society, and motivation factors.

A number of studies have attempted to investigate the
relationship between Emotional Intelligence and Academic
Achievement, and most studies of this kind have involved Grade Point
Average (GPA). Emotional Intelligence could be expected to be related
to academic achievement given that Emotional Intelligence, as

intelligence, is expected to be related to general intelligence, which
has in turn been found to be predictive of academic achievement.

Lauer and Evens (1930) were among the first researchers to
suggest that emotional stability may be related to academic success.
The factor of neuroticism refers to an individuals tendency to
experience negative emotions. Individuals who score high on
measures of neuroticism tend to be easily upset and frequently
experience negative emotions (e.g., anger, depression, anxiety).
Scoring high on measures of neuroticism also makes it more difficult
for these individuals to think clearly and to engage in effective
decision-making. Individuals at the other end of the spectrum
demonstrate high levels of Emotional Stability. Specifically, these
individuals tend to be less emotionally reactive, more calm, and they
report lower levels of stress.

In the 1940s and 1950s, there were several attempts to find a
substantial relationship between achievement and personality, but
these attempts did not meet much success (Barton, Dielman and
Cattell, 1972).

Cattell and Butcher (1968) tried to predict both school
achievement and creativity from ability, personality and motivation.
The authors succeeded in showing the importance of personality in
academic achievement however could not link motivation to it.

Barton, Dielman and Cattell (1972) conducted another study
to assess more fully the relative importance of both ability and
personality variables on the prediction of academic achievement. One
of the conclusions they reached was that IQ together with the
personality factor which they called conscientiousness predicted
achievement in all areas. What was tested under personality was
among others whether the student is reserved or warmhearted,

emotionally unstable or emotionally stable, undemonstrative or
excitable, submissive or dominant, conscientious or not shy or
socially bold, tough-minded or tender-minded, zestful or reflective,
self-assured or apprehensive, group dependent or self sufficient,
uncontrolled or controlled, relaxed or tense.

Pope (1982) examined The Relationship of Selected
Intrapersonal, Interpersonal, and Life Management Skills to Academic
Achievement among secondary school students. The test was
administered to 205 ninth and tenth graders. Academic Achievement
was measured using a cumulative grade point average. The study
reveals that a statistically significant positive correlation exists
between academic achievement and the personal skills of growth
motivation, commitment to ethic, drive strength, empathy, self
esteem, time management, assertion, interpersonal awareness,
decision making, stress management and leadership.

Arya (1984) investigated emotional maturity in relation to
values of superior children in family. Results suggest that emotional
maturity is positively related to the value of superior children in the
family.

Sabapathy (1986) studied the relationship of manifest anxiety
emotional maturity and social maturity of standard X students to
their Academic Achievement. 1) Emotional maturity, socio-economic
status and social maturity were found to be significant predictors of
total academic achievement.

Manral Bheema, (1988) investigated the impact of several
factors like emotional maturity and prolonged deprivation in
University students indisciplined behaviour (IB) on their academic
achievement. Emotional Maturity was related to Indisciplined
Behaviour. All the dimensions of Indisciplined Behaviour were highly

related to achievement. Emotional Maturity and prolonged
deprivation contributed to Indisciplined Behaviour. There was no
significant difference between male and female students on
Emotional Maturity. High deprived students differed from low
deprived students in Emotional Maturity. High achievers differed
from low achievers in Emotional Maturity.

Hudak and Anderson (1990) found that using an abstract
conceptualizing learning style led to greater success in statistics and
computer science courses, relative to three other learning styles
(concrete experience, active experimentation, and reflective
observation).

Arora (1992) examined the interactional effect of creativity and
intelligence on emotional stability, personality, adjustment and
academic achievement. Seventy teacher trainees from twelfth
standard teacher trainees were selected from two intermediate
schools in Aligarh city for the study. Findings indicate that high
creative, high intelligence group was significantly higher in emotional
stability than the remaining three creative intelligence groups and
also all the high intelligence groups perform better than the low ones.

Singh (1993) investigated the emotional maturity of male and
female students of upper and lower socio-economic status. The total
sample consists of 640 adolescent (320 male and 320 female)
students of Aligarh. The statistical analysis revealed that mean scores
of male and female students of higher socio-economic status were
lower than the corresponding mean scores of male and female
students of lower socio-economic status in all the five areas of
emotional maturity scale. The five areas are emotional instability,
emotional regression, personality, disintegration and lack of
independence.

Neisser et al. (1996) found that intelligence alone could
account for 25% of the variance in academic achievement and
concluded that intelligence scores were the single best predictor of
academic success.Swart, 1996 (as cited by Bar-On,1997) (N = 448)
has found that more academically successful college students
(categorized as GPAs 1 standard deviation above the mean) had
significantly higher total EQ-i scores(t= 1.94;p=.05] than academically
unsuccessful students (GPAs 1 standard deviation below the
mean).However, only the Stress Tolerance, Reality-Testing, Problem
Solving, Self-Actualization and Optimism subscales demonstrated
significant differences(p <.05) in this regard.

Finnegan (1998) argued on the basis of the results of his
study that school should help students learn the abilities underlying
the emotional intelligence. This he believes could lead to achievement
from formal education years of the child.

Abisamra (2000) reported that there is a positive relationship
between Emotional Intelligence and academic achievement. He
therefore canvassed for inclusion of Emotional Intelligence in the
schools curricula.

Cover and Murphy (2000) conducted a study that examined
the relationship between self-identity and academic persistence and
achievement in a counter stereotypical domain. The study revealed
that the higher the self-concept and self-schema, the more positive
the self-descriptions, the better the academic achievement at 18. The
study also showed that self-identity improves through social
interaction and communication with others, which would enhance
achievement.

Newsome et al. (2000) assessed 180 college students using
the EQ-i as a measure of Emotional Intelligence and found no

correlation between academic performance and emotional
intelligence, but did find correlation between Emotional Intelligence
and personality which appeared to be overlapping construct.
(Intrapersonal r = -0.05; Interpersonal r = -0.04; Adaptability
r = 0.08; Stress Management r = -0.04; General Mood r = -0.09)

Constantine and Ganior (2001) studied the relationships
among school counselors emotional intelligence, empathy and self-
reported multicultural counseling knowledge and awareness. The
results revealed that school counselors previous multicultural
educational, Emotional Intelligence scores and personal distress
empathy scores accounted for significant variance in their self-
perceived multicultural counseling knowledge. Also, the school
counselors with higher levels of Emotional Intelligence may not
always be aware of salient cultural issues in counseling relationships.

Kaur (2001) conducted a study on a sample of 356 adolescents
and found significant relationship between emotional maturity and
intelligence. However, no significant relation was observed between
emotional maturity and academic achievement. Further the study
revealed that no significant difference in the emotional maturity of
boys and girls, adolescents of urban and rural areas but significant
difference in the emotional maturity of arts and science students.

Mayer et al. (2001) investigated the relation between concepts
of emotional giftedness and Emotional Intelligence and attempted to
relate a persons level of Emotional Intelligence to the actual ways
they cope with challenging social situations. Emotional Intelligence
and social behavior were explored in a pilot study with adolescents.
Emotional Intelligence was measured with the Multifactor Emotional
Intelligence Scale, an ability based measure of emotional perception,
facilitation, understanding and management.

General intelligence was measured with the Peabody Picture
Vocabulary Scale. Each of the 11 adolescents also answered
questions about how he or she had handled a difficult social
encounter.

The study reveals that, students with high Emotional
Intelligence appeared to better and more completely organize
emotional material about peer relationships, compared to those lower
in Emotional Intelligence. In addition, those higher in Emotional
Intelligence portrayed emotional situations in a more accurate and
rich fashion that included more of the subtle and sometimes
conflicting feelings of those around them, compared even to other
participants roughly matched on verbal intelligence.

Reiff et al. (2001) compared 128 students with (N = 54) and
without (N = 74) learning disabilities on Emotional Intelligence. They
found that those with learning disabilities had significantly lower
scores than regular students on two EQ-i composites [Stress
Management: F (1, 126) = 8.76, p=0.004; Adaptability: F (1, 126) =
6.00, p= .016].


Sanchez et al. (2001) assessed personality factors in
individuals who had dropped out of college in either their first or
second year. All participants were also administered the Wechsler
Adult Intelligence Scale (WAIS). They found that intelligence level did
not explain their inability to complete college; average intelligence
score in these individuals was 122, well above average. Instead,
dropping out of college was related to personality factors. In
particular, the participants in this study scored high on levels of
Neuroticism. So not only does Emotional Stability enhance academic
success, Neuroticism can hinder academic success.

Schutte et al. (2001) examined the link between Emotional
Intelligence and interpersonal relations. Seven aspects of
interpersonal relations were analyzed with emotional intelligence.

In studies 1 and 2, the participants with higher scores for
Emotional Intelligence had higher scores for empathetic perspective
taking and self monitoring in social situations.

In study3, the participants with higher scores for Emotional

Intelligence had higher scores for social skills.


In study 4, the participants with higher score for Emotional

Intelligence displayed more co-operative responses toward partners.


In study 5, the participants with higher scores for Emotional

Intelligence had higher scores for close and affectionate relationships.


In study 6, the participants score for marital satisfaction were
higher when they rated their marital partners higher for emotional
intelligence.

In study 7, the participants anticipated greater satisfaction in
relationships with partners described as having emotional
intelligence.

DAmbrosio (2002) suggested that students with emotional
disturbances and learning disabilities can lack self-esteem, display
poor social skills and experiences troublesome interpersonal
relationships with peers and with authority. So, Emotional
Intelligence can be learned and it is a strong criterion for a persons
measure of success. It is coping with anger, addressing lifes turmoil
and self- efficacy that can predict life. He also added that if we
integrate the Emotional Intelligence in the curriculum it will help the
above said with their everyday life and provide with valuable
knowledge to impact the rest of their lives.

Van Der Zee et al. (2002) found that personality was a better
predictor of academic success relative to emotional intelligence.
However, they did observe that Emotional Intelligence was able to
account for a small portion of the variance.

Pellitteri (2002) examined the relationship between the
components of Emotional Intelligence (perception of emotion, after
regulation and emotional knowledge) and personality factors
associated with adaption, represent by the hierarchical model of
defense mechanisms.

The study revealed that the adaptive defense studies were
correlated with overall Emotional Intelligence but not with the
emotional perception and regulation components. Emotional
knowledge was correlated with both adaptive and maladaptive
defense styles and with general intelligence.

The skills represented by the emotional knowledge component
such as analyzing emotions, understanding the blends of two or more
emotions overlap with the conceptual and verbal skills of general
intelligence. This implies that some degree of cognitive reasoning and
analysis is necessary to be emotionally intelligent. An individual
needs to have an accurate conceptual understanding of emotions and
use logical reasoning about emotions to effectively adapt his or her
social and intrapersonal situations.

Stottlemyer (2002) conducted a study entitled Assessment of
Emotional Intelligence and the Implications for Education The study
examines the role of Emotional Intelligence in Academic Achievement.
The samples of the study were 200 eleventh and twelfth graders from
three school districts in Texas. Students completed the assessment
instrument Exploring and Developing Emotional Intelligence Skills.
Academic Achievement was measured by the Texas Assessment of

Academic Skills. Other variables were examined as part of the study
which consists of Gender Ethnicity, and Socioeconomic status.

Data analysis determined significant correlations between
Emotional Intelligence skills and Academic achievement. Results also
suggested that gender difference may be influenced by Emotional
Intelligence skills .The resilience of students to succeed despite their
low socioeconomic status may also be related to Emotional
Intelligence skills.

Thi Lam and Kirby (2002) conducted an investigation to find
out whether emotional intelligences would account for increases in
individual cognitive based performance over and above the level
attributable to traditional general intelligence. They measured the
Emotional Intelligence with the Multifactor Emotional Intelligence
Scale. The participants were 304 undergraduates in the western
United States.

According to the results of the study, general intelligence made
a significant contribution to the prediction of individual performance
of a cognitive task. In addition, overall emotional intelligence,
perceiving emotions and regulating emotions all contributed
positively to individual cognitive based performance; the study also
reveals that understanding emotions did not contribute to cognitive-
based performance over and above the level attributable to general
intelligence.

Zeidner et al. (2002) pointed out that there has been
insufficient research conducted to fully understand the impact that
Emotional Intelligence may or may not have an academic success.
Research up to this point has provided conflicting evidence regarding
the relation between Emotional Intelligence and academic success,
which is often measured by GPA. The conflicting evidence may be, in

part, a result of the great variability in Emotional Intelligence
measures available. Specifically, research using the Assessing
Emotions Scale (AEES) found small correlations between Emotional
Intelligence and GPA.

Ashkanasy and Dasborough (2003) examined the importance
of emotional awareness and Emotional Intelligence in organizations.
In the study, participants were 144 second year undergraduate
students at an Australian University. During their classroom study,
in which concepts were incorporated into the leadership course and
also students completed self-report and ability tests of emotional
intelligence.

The test results were compared with students interest in
emotions and their performance in the course assessment. Results
showed that interest in and knowledge of Emotional Intelligence
predicted team performance, whereas individual performance was
related to emotional intelligence. The result also reveals that
Emotional Intelligence or at least learning about emotions can play a
role in performance outcomes in leadership teaching.

Barchard (2003) examined the extent to which Emotional
Intelligence predicted academic success using GPA. Participants
completed 31 separate measures of emotional intelligence; six of the
measures were found to correlate to academic success. However,
when cognitive abilities and personality characteristics were
statistically controlled for, none of the six measures of Emotional
Intelligence predicted academic success. She suggested that
measures of cognitive ability and personality characteristics provided
the best predictors of academic success relative to emotional
intelligence.

Bracket and Mayer (2003) found no correlation on any one of
the three measures of Emotional Intelligence (AES, EQ-i, MSCEIT)
and GPA when personality and Verbal Scholastic Aptitude Test (SAT)
scores (which was used as a measure of cognitive ability) were
statistically controlled.

Carmeli (2003) studied the relationship between Emotional
Intelligence and work attitudes, behavior and outcomes. The study
reveals that emotionally intelligent individuals are expected to
recognize, manage and use the emotions to eliminate the ensuring
obstacles and advances their career horizons better than people with
low emotional intelligence. Teaching work can be demanding and
leads to high levels of stress. Emotional Intelligence can enable
people to control this stress effectively and prevent its negative effects
on ones attitude towards his/her profession.

Chamorro Premizic and Furnham (2003) also observed a
positive correlation between academic success and Emotional
Stability.

Chan (2003) assessed 259 adolescents on their Emotional
Intelligence and social coping strategies using Emotional Intelligence
Scale and the social coping questionnaire. In this study, an item
factor analysis yield four dimensions of Emotional Intelligence,
leading to the construction of four empirical scales of emotional
intelligence. Students scored most highly on social skills and self-
management of emotions, followed by empathy and utilization of
emotions.

In coping with their being gifted, students endorsed to different
degrees their use of 6 coping strategies, which were valuing peer
Acceptance, Involvement in Activities, Attempting Avoidance, Denying
Giftedness, Prizing Conformity and Discounting Popularity. Social

skills emerged as the most important component of Emotional
Intelligence predicting the use of strategies of Valuing Peer
Acceptance and Involvement in Activities.

The findings of the study also suggested that a high level of
social skills or competence in managing others emotions, and, to a
lesser extent, abilities in utilizing emotions and to a lesser extent
abilities in utilizing emotions, appeared to prompt the use of adaptive
coping strategies in valuing peer acceptance and in activity
involvement, whereas a high level of skills in managing self-relevant
emotions appeared to guard against the use of avoidance behaviors.

Thus promoting Emotional Intelligence in gifted adolescents or
helping them enhance their Emotional Intelligence relevant to
adaptive coping might eventually help them enhance their resilience
in coping with problems arising from their being gifted.

Gakhar (2003) probes into the relationship between emotional
maturity and self-concept on academic achievement of students at
secondary stage. Conducted on a sample of 200 students of
secondary stage.

The study reveals that, there is significant difference in the
emotional maturity of students of government and private schools.
There is a significant difference in the emotional maturity of students
who are in hostels and day scholars; and there is significant
difference in the emotional maturity of children of working and non-
working mothers and the academic achievement on self-concept.
Students who are higher in their self-concept are also emotionally
mature.

O'Connor and Little (2003) have argued that conceptually, it
would seem more likely that ability measures of Emotional
Intelligence; because they are based on a cognitive framework, would

better predict academic achievement than would self-report Emotional
Intelligence measures. (Intrapersonal r=0.022; Interpersonal r =-0.10;
Adaptability r = 0.13; Stress Management r = -0.29; General Mood r =
0.16).


Saklofske et al. (2003) have also suggested that emotional and
social competence in dealing with an academic environment could be
expected to contribute to overall academic achievement and thus it
could be expected that self-report Emotional Intelligence measures
will also show reasonable associations with measures of academic
achievement.

Shanwal (2003) examined the differences in Emotional
Intelligence in children belonging to various eco-cultural groups and
also the relationship between Emotional Intelligence on the one hand
and academic achievement attention and social functioning on the
other. The sample consists of 200 children (100from rural and 100
from urban school) of fourth standard studying in four Municipal
Corporation of Delhi (MCD) primary school selected randomly. The
overall sample of 200 children as well as the eco-cultural groups did
not show much difference on the socio-demographic variables.

The four components of Emotional Intelligence namely
Identification of emotions, Assimilation of emotions, Understanding of
emotions and Regulation of emotions correlated significantly with the
overall Emotional Intelligence score. The rural children emerged as
having higher Emotional Intelligence in comparison to their urban
counter parts.

The study distinctly indicates that rural domicile seems to have
positive influence on the degree of Emotional Intelligence and female
sex is another factor, which favourably vary with higher emotional
intelligence.

High scholastic performance was found to correlate with the
regulation of emotions component of emotional intelligence. Academic
achievement showed positive correlation with one component of
emotional intelligence.

Douglas et al. (2004) investigated whether the relationship
between conscientiousness and performance is stronger for
individuals who are high on emotional intelligence. The study found
that among highly conscientious workers, those high in Emotional
Intelligence had higher performance scores than did those low in
emotional intelligence. In contrast, highly conscientious workers high
in emotional intelligence, who were able to properly calibrate their
fastidious attention to detail at work with the savvy to know when
and how to do so, had higher performance scores. For individuals low
in emotional intelligence, conscientious was associated with
decreases in performance scores. This suggests that conscientious,
without savvy and skill needed to bring it to life and regulate and
channel it in appropriate ways in order to realize its potential, is not
sufficient for a high level of performance.

Drago (2004) examined the relationship between Emotional
Intelligence and academic achievement in nontraditional college
students. Because students differ in cognitive ability, with some
students being better prepared for the collegiate environment than
others, the role of Emotional Intelligence in academic achievement
must be better understood.

Noncognitive factors such as Emotional Intelligence may
supplement or enhance student cognitive ability. In this study,
emotional intelligence, achievement motivation, anxiety, and cognitive
ability were predictor variables. The criterion variable was academic
achievement as measured by student GPA. Data were collected using
the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the

State-Trait Anxiety Inventory (STAI), the Achievement Motivation
Profile (AMP), the Wonderlic Personnel Test (WPT), and the Student
Demographic Survey (SDS). Bivariate and multivariate correlation
and regression analyses were used to test the hypotheses.

Results demonstrated that Emotional Intelligence is
significantly related to student GPA scores, student cognitive ability
scores, and student age. Additionally, student anxiety was related to
certain Emotional Intelligence abilities. No significant relationship,
however, was found between Emotional Intelligence and achievement
motivation. Overall, the results suggest that academic achievement is
related to students ability to recognize, use, and manage their
emotions. This suggests the need to incorporate Emotional
Intelligence curriculum into college degree programs to help students
increase their emotional intelligence.

Low and Nelson (2004) reported that Emotional Intelligence
skills are key factors in the academic achievement and test
performance of high school and college students respectively.

Pandey and Tripathy (2004) investigated the developmental
changes and gender differences in Emotional Intelligence in the
Indian context. The study was based on a sample of 100 children (50
boys and 50 girls) from five age groups. (5-6 years; 8-9 years, 11-12
years, 14-15 years and 17-18 years). The results of the study
indicated that there was increase in Emotional Intelligence with age
and females were more proficient in managing and handling their
own emotions as well as of others.

Parker et al. (2004) studied the transition from high school to
university was used as the context for examining the relationship
between Emotional Intelligence and academic achievement. During
the first month of classes 372 first-year full-time students at a small

Ontario university completed the short form of the Emotional
Quotient Inventory (EQ-i: Short). At the end of the academic year the
EQ-i: Short data was matched with the students academic record.
Predicting academic success from Emotional Intelligence variables
produced divergent results depending on how the former variable was
operational lazed.

When EQ-i: Short variables were compared in groups who had
achieved very different levels of academic success (highly successful
students who achieved a first-year university GPA of 80% or better
versus relatively unsuccessful students who received a first-year GPA
of 59% or less) academic success was strongly associated with several
dimensions of emotional intelligence.

Results are discussed in the context of the importance of
emotional and social competency during the transition from high
school to university.

In this study, the more successful students were found to score
significantly higher than the less successful students on three out of
the four short version EQ-i subscales [Intrapersonal: F(1, 127)
=30.43,p<.001; Stress Management(1, 127) = 32.44, p<.001;
Adaptability: F(1, 127) = 89.45, p<.001]; (results for the Interpersonal
subscale not significant and not assessed on the short form EQ-i
measure).

Parker et al. (2004) investigated relationship between
Emotional Intelligence and academic achievement in high school was
examined. Students (N=667) attending a high school in Huntsville,
Alabama completed the Emotional Quotient Inventory (EQ-i:YV).

At the end of the academic year the EQ-i:YV data was matched
with students academic records for the year. When EQ-i:YV variables
were compared in groups who had achieved very different levels of

academic success (highly successful students, moderately successful,
and less successful based on grade-point-average for the year),
academic success was strongly associated with several dimensions of
Emotional Intelligence.

Results are discussed in the context of the importance of
emotional and social competency on academic achievement. They
found low-to-moderate correlations between the EQ-i and high school
GPAs of high school students (Intrapersonal r = -0.01; Interpersonal r
= -0.08; Adaptability r = 0.06; Stress Management r = -0.09; and

General Mood not assessed on the short form EQ-i measure).


Petrides et al. (2004) examined the role of trait Emotional
Intelligence on academic performance (as measured by GPA) in
individuals with low Intelligence Quotient (IQ) relative to individuals
with high Intelligence Quotient. The Verbal Reasoning Test (VRT) was
used as a measure of cognitive ability. To measure Emotional
Intelligence, they selected questions from multiple existing measures
of Emotional Intelligence to fit their operational definition, conducted
a pilot test of their measure on 20 individuals, and found an internal
consistency of the overall scale scores of 0.76. Results suggested that
trait Emotional Intelligence was related to academic performance, but
only in individuals with low Intelligence Quotient scores. Specifically,
high trait Emotional Intelligence was more important for academic
success in individuals with low Intelligence Quotient, whereas
individuals with high Intelligence Quotient did not benefit
academically as a result of high trait emotional intelligence.

Petrides et al. (2004) have also assessed the influence of
Emotional Intelligence on the academic achievement of individuals
with different levels of cognitive ability (N = 901, Year11 high school
students, with grades ranging from A to G). They reported that scores
on the Total Emotional Intelligence Quotient (TEIQ) moderated the

relationship between intelligence and academic achievement, with the
effect maintained after controlling for personality (Eysenck Personality
Questionnaire-Revised) for lower Intelligence Quotient students
(Grades D to G) up to approximately 1 SD above the mean. In
particular, they found that the TEIQ was significantly, but
differentially associated across a range of academic subjects. Within
the lower Intelligence Quotient group, individuals who also had high
self-reported Emotional Intelligence were found to score better in
English and overall General Certificate of Secondary Education
performance. Negligible results, however, were found for mathematics
or science performance, regardless of the Intelligence Quotients within
the sample.

Based on these results, Petrides et al. (2004) have concluded
that higher self- reported Emotional Intelligence may act as a
stabilising influence during assessments and have suggested that
Emotional Intelligence will likely have more of an effect where the
demands of the situation outweigh an individuals resources. Thus,
compared to high Intelligence Quotient students (Grades A to C),
lower Intelligence Quotient students will be more likely to need to
draw on non- cognitive abilities, such as Emotional Intelligence, to
compensate for their lower intellectual ability in academic settings

However, results from studies on the relationship between
academic achievement and Emotional Intelligence (regardless of the
type of measure) have been mixed, with there being just as many
studies reporting significant differences as those that have not,
although most correlations have been generally low.

Petrides et al. (2004) examined participants estimates of own
and Parental Psychometric Intelligence (IQ) and Emotional
Intelligence (EI). The participants were 224 undergraduate and
postgraduate students at two British Universities. The study reveals

that gender differences are directly estimated overall Intelligence
Quotient, with men significantly higher estimates than women. Both
genders rated their fathers as more intelligent than their mother. The
estimates of Emotional Intelligence of self, father and mother,
participants consistently associated the direct overall estimate with
the emotional understanding and dependability factor. Therefore, it
seems that people think the emotional understanding is at the core of
Emotional Intelligence.

The pattern of results of estimated Emotional Intelligence
closely resembles that of estimated Intelligence Quotient. Women give
significantly higher self-estimates of Emotional Intelligence than men
and participants of both genders give significantly higher estimates of
their mothers Emotional Intelligence than of their fathers emotional
intelligence. These findings are in accord with lay views of
rationality as a male trait and emotionality as a female trait.

Tiwari and Srivastava ( 2004) assessed social competence
with self-report instruments instead of using more objective
measures from parents, peers, or teachers. There were problems with
the Intelligence Quotient scores of the participants, which may
pertain to the students lack of motivation or fear of failure. The
participants were adolescents living in a medium to high
socioeconomic context whose social and emotional adjustment may
be higher than adolescents living in disadvantage contexts.

Tyagi (2004) examined the Emotional Intelligence of secondary
teachers in relation to Gender and Age. The sample consisted of 500
secondary teachers (350 male and 150 females) belonging to
secondary schools (urban-rural) from Dhula district, Maharastra. The
result of the study reveals the level of Emotional Intelligence of
secondary teachers was extremely low. The level of EQ was

independent of gender and age. There was no significant difference
among the groups.

Woitaszewski and Aalsma (2004) conducted an investigation
to understand the contribution of Emotional Intelligence to the social
and academic success of gifted adolescents. Thirty nine gifted
adolescents participated. Multifactor Emotional Intelligence scale was
used to measure the emotional intelligence.

The study found that the social and academic success of the
gifted adolescent participants were essentially independent of the
overall Emotional Intelligence level of these students.

In the result of the study, it was expected that the Emotional
Intelligence levels of the gifted and talented participants could vary
appreciably. Instead, it appears possible that the residential school
setting influenced the results struggling students may have honed
emotional problem solving skills overtime in a supportive
environment that encourages exploration of emotional and social
dilemmas. However, this conclusion does not explain why none of the
gifted students studied demonstrated a higher than average level of
emotional intelligence.

Austin et al. (2005) examined the role of Emotional
Intelligence and academic success in first year medical students. It is
important to note that in the United Kingdom, where the study was
conducted, medicine is studied as an undergraduate degree, so the
participants were all students transitioning from high school to
college. Emotional Intelligence scores were positively correlated to
performance on the Health and Society exam during the first term,
but not during subsequent terms. However, Emotional Intelligence
was not correlated to performance on any of the Biomedical Sciences
exams. Theses findings suggest that there may be some limited

advantage for individuals with high Emotional Intelligence early in
the program, but that advantage may quickly dissipate.

Bastian et al. (2005) examined the influence of emotional
intelligence, cognitive ability and personality factors on life skills. The
findings were similar to other research; when cognitive and
personality factors were statistically controlled for, Emotional
Intelligence was only able to account for a small part of the variance.

Chan (2005) assessed the self-perceptions of 212 gifted
students regarding their creativity, family hardiness and Emotional
Intelligence of Chinese gifted students in Hong Kong. The result
findings reveal that there were in general no gender and age group
differenced on these self-perceptions with the exception that younger
students perceived that their families as more hardy than did older
students. The results of regression analysis indicated that family
hardiness and Emotional Intelligence had separate and direct effects
on self-perceived creativity and their effects were additive, rather than
multiplicative, as their interaction terms did not yield significant
increment in variance accounted for in the criterion of prediction.
Similar results were obtained when difference components of
Emotional Intelligence were considered, with some suggestive
evidence that family hardiness could interact with specific
components of Emotional Intelligence in the prediction.

Gakhar and Manhas (2005) conducted a study on Cognitive
correlates of Emotional Intelligences of Adolescents. The study was
conducted on 400 of class XI studying in various private and
government schools in both urban and rural areas of 3 districts of
Jammu and Kashmir. Significant and positive correlations were
found between emotional intelligences and the entire cognitive
variable namely, intelligence, creativity and academic achievement.
No significant difference was observed between boys and girls with

respect to emotional intelligence. Similar result was obtained for the
adolescents of rural and urban areas and also scheduled and non-
scheduled caste.

Kaufhold and Johnson (2005) examined Emotional
Intelligence skills and potential problem areas of elementary
educators. The study provided elementary of Emotional Intelligence
skills to utilize in the work place and beyond. The study revealed that
elementary educators do not perceive any personal enhanced
Emotional Intelligence skills. The comparison between Masters level
and Bachelors level educators perceptions of personal Emotional
Intelligence skills were similar. Masters level teacher viewed
themselves having higher self-esteem, stress management, and anger
management themselves skills, while Bachelors level teachers
perceived themselves as having more enhanced assertion skills.

Shobana Zambare (2005) studied the relationship between the
emotional competencies and intelligence among B.Ed. trainees. The
normative survey method was adopted. The sample consisted of 157
B.Ed. trainees of college of education, Jalgoan (Maharastra) admitted
to the academic year 2002-2003. Tools used for the study were (1)
Oaks Verbal intelligence test. (2) H.C.Sharma and R.Bharadwajs
Emotional Competency Scale. The study revealed that the trainees of
high intelligence group have higher emotional competency indices
than the low and medium intelligence groups.

Paloma Gil-Olarte Marquez et al. (2006) examined relations
between Emotional Intelligence and important social and academic
outcomes for high school students. The result supports the
incremental validity of Emotional Intelligence and provides positive
indications of the importance of Emotional Intelligence in adolescents
academic and social development. Students with high Emotional
Intelligence tended to be more prosocial and perform better in school.

Parker et al. (2006) asked incoming freshmen to complete
the EQ-i during the first week of classes (intelligence and personality
were not assessed). At the beginning of their second year,
participants were identified as those who remained and those who
with drew from the University. Participants who had withdrawn from
the university were matched to remaining participants on age, gender
and ethnicity. They found that participants who returned also
showed higher scores on the interpersonal, intra personal,
adaptability and stress management subscales of the EQ-i.

Parker et al. (2006) research does provide some initial
evidence suggesting a relationship between transition into college and
Emotional Intelligence. However, there is a great deal of overlap
between Emotional Intelligence measures and personality
characteristics and / or cognitive ability may be predicting a
successful transition from high school to college, and not Emotional
Intelligence.

Ramganesh and Alex Raj (2006) conducted a study on the
emotional maturity of B.Ed., teacher trainees. The study was
conducted on 153 B.Ed trainees studying in a college of education at
Pondicherry. The study analyzed the emotional maturity of the
trainees with respect to gender, locale, level of education,
demographic minority and non-minority status.

The study reveals that a) Both the male and female trainees
have the same level of emotional maturity. b) The emotional maturity
of trainees of rural areas is greater than that of their urban
counterparts. C) There is no significant difference in the emotional
maturity of students having graduate and post graduate levels of
education. D) There is no difference in the emotional maturity levels
of students who belong to minority and non-minority status.

Ryan (2006) compared the Emotional Intelligence levels and
ENTER (tertiary entrance) scores of 375 students with their
Intelligence Quotients. According to her findings, students with high
level of Emotional Intelligence often achieved higher ENTER scores
than students of the same Intelligence Quotient (IQ) but a lower level
of emotional intelligence. Her study also found that a number of
mainstream students (students with IQs of 70 to 120) with high
Emotional Intelligence gained higher ENTER scores than students
who had Intelligence Quotients over 121, but lower Emotional
Intelligence were very good at controlling and managing their
emotions.

Sobha (2006) studied the Emotional Intelligence and
frustration tolerance of adolescents. The study was carried out on a
sample of 400 students (184 male, 216 female) studying in plus one
and plus two classes in various higher secondary schools located in
Thiruvananthapuram district, Kerala.

The study reveals that the male and female adolescents do not
differ in respect of emotional intelligence. Women are found to have a
higher level of Emotional Intelligence and frustration tolerance than
men.

Rural students are found to have a higher level of Emotional
Intelligence and frustration tolerance than urban students. The
Emotional Intelligence of adolescents is found to be positively and
significantly related to frustration tolerance. The positive correlation
reveals that people with a high Emotional Intelligence can tolerate
setbacks to a great extent.

Chan (2007) examined components of leadership competencies
in relation to Emotional Intelligence and successful intelligence
among 498 Chinese gifted students in Hong Kong. These students
rated themselves significantly higher on goal orientation than

leadership flexibility, which was also rated significantly higher than
leadership self-efficacy. They perceived greater strengths in social
skills and utilization of emotions than management of emotions and
empathy and in practical abilities as opposed to analytical and
creative abilities.

The study reveals that Gender emerged as a significant factor
in predicting leadership self-efficacy, suggesting that boys might feel
more confident as leaders than girls. Age also emerged as a
significant factor in predicting goal orientation, suggesting that older
children might have clearer and more concreter goals than younger
children. However the contributions of gender and age were relatively
minor compared with the contributions of Emotional Intelligence and
successful intelligence components.

John Louis Manoharan and Christie Doss (2007) examined
the emotional maturity of post graduate students in Pondicherry
region. The study was conducted on 256 students from the
Pondicherry University and four affiliated colleges. The study revealed
that the level of emotional maturity of post graduate students is low.
The emotional maturity of female students is higher than that of the
male students. Arts group students have higher numerical score than
the science students.

Madeline Justice and Sue Espinoza (2007) examined the
Emotional Intelligence skill of students entering a University
secondary teacher education program and also investigated whether
the teacher preparation program through traditional preparation was
preparing students emotionally for the public school classroom. 160
beginning teacher candidates were surveyed using the Emotional
Intelligence Assessment Process. According to the Emotional
Intelligence scale the candidates needed to strengthen skills in
assertion, comfort, empathy, decision making, drive strength, time

management, commitment ethic, self-esteem, stress management
and deference. The skills leadership, aggression and change
orientation were current strengths.

Salami (2007) conducted an investigation to find out the
relationships of Emotional Intelligence and self-efficacy to work
attitudes of secondary school teachers in southwestern Nigeria. The
sample consists of 475 secondary school teachers randomly selected
from south western Nigeria. Measures of demographic data from,
career commitment, organizational commitment, emotional
intelligence, self-efficacy and work-family conflict were administered
to the teachers.

Results of the study indicate that Emotional Intelligence and
self-efficacy had significant relationships with work attitudes.
However, age, sex and work experience had none. The Emotional
Intelligence was significantly related to career commitment and
organizational commitment. Results of this study also revealed that
Emotional Intelligence was negatively and significantly related to
work- family conflict.

Sridhar and Hamid Reza Badiei. (2007) studied the level of
Teacher Efficacy (TE) and Emotional Intelligence (EQ) of primary
school teachers in relation to gender, age and educational level. It
made use of simple random sampling in selecting 100 primary school
teachers from all the urban primary school teachers in Mysore South.
The study sample responded to two valid and reliable inventory
instruments. Teacher Efficacy Scale (TES), and Emotional Intelligence
Test. The mean accounted for TE was 35 on Teaching Efficacy and 25
on Personal Efficacy; both fall under Moderate category of Emotional
Intelligence. There is no, however, significant difference between the
Means of TE and EQ with reference to two of independent variables
which are considered in this study (gender, educational level). In

respect of the third independent variable (age) a significant difference
has been observed.

Rupinderjit Kaur Kamboj (2007) examined the relationship
between Emotional Intelligence and self-actualization of secondary
school teachers. The study was conducted on a sample of 1360
secondary school teachers (680 Males and 680 Females) from
different rural, urban, government and private secondary schools
affiliated to Punjab School Education Board in the Punjab State. The
tools used for the data collection were Emotional Intelligence Scale by
Anukool Hyde, Sanjyot Pethe and Upinder Dhar, and Self-
Actualization Inventory by K.N.Sharma.

The study revealed that there is a positive and significant
correlation between Emotional Intelligence and self-actualization of
secondary school teachers. Therefore it can be concluded that those
teachers who have high Emotional Intelligence are more self-
actualized than who have low emotional intelligence.

Wagerman and Funder (2007) found that conscientiousness
was able to successfully predict GPA in college seniors above and
beyond the more traditional measures associated with academic
achievement (e.g., high school GPA and SAT scores). Specifically,
conscientiousness accounted for 37% of the variance in GPA for
college seniors.

Yongyuan et al. (2007) studied the relationship between
Emotional Intelligence (EI) and academic achievement and also
examined the Emotional Intelligence and personal factors that effect
on academic achievement. The samples were 861 upper secondary
school students from three southernmost border provinces in
Thailand. The instrument was The Emotional Intelligence Inventory
which developed under the framework of Bar-On. Data were analyzed

through percentage, mean, standard deviation, correlation and
multiple regression.

The results were 1) Fourteen factors of Emotional Intelligence
were significantly positive related to academic achievement, and only
one factor was not related, namely impulse control. 2) Factors of
Emotional Intelligence in self-actualization, interpersonal
relationship, reality testing and optimism, whereas the personal
factors in the study plans, sex, fathers occupation, mothers
education, number of siblings and religions have significantly effect
on academic achievement.

Downey et al. (2008) examined the relationship between
Emotional Intelligence (EI) and scholastic achievement in Australian
adolescents. Two hundred and nine secondary school students (86
males and 123 females) each completed the Adolescent Swinburne
University Emotional Intelligence Test (SUEIT) and academic
achievement data was collected for all subjects from year seven to
eleven.

Academic success was found to be associated with higher levels
of total emotional intelligence, via assessment of the Emotional
Intelligence of different academic levels (80th percentile, 20th
percentile, and middle groups).Regression analyses also revealed that
dimensions of the Adolescent SUEIT differentially predicted
secondary school subject grades: Emotional Management and Control
was found to significantly predict Mathematics (r
2
= 0.06) and
Science (r
2
= 0.04); the Understanding Emotions sub-scale
significantly predicted scores for Arts (r
2
= 0.12) and Geography (r
2
=
0.08). It was concluded that the development of EI may offer
educators significant opportunities to improve scholastic performance
and emotional competencies.

Umadevi (2009) investigated the relationship between
Emotional Intelligence and Achievement Motivation and Academic
Achievement of primary school student teachers. Emotional
Intelligence Scale and Achievement Motivation Test were
administered on 200 Diploma Teacher training students. The study
reveals that there is a positive relationship between Emotional
Intelligence and Achievement Motivation and Academic Achievement.
Male and female, Arts and Science student teachers do not differ in
between Emotional Intelligence and Achievement Motivation.

3.3 STUDIES ON MULTIPLE INTELLIGENCE AND
ACADEMIC ACHIEVEMENT



Howard Gardner, a psychologist and professor of neuroscience
from Harvard University, developed the theory of Multiple
Intelligences (MI) in 1983. According to Howard Gardner, human
beings have nine different kinds of intelligence that reflect different
ways of interacting with the world.

Each person has a unique combination, or profile. Although
we each have all nine intelligences, no two individuals have them in
the same exact configuration -- similar to our fingerprints. Learning
through a variety of unique experiences allows children to better
understand themselves as lifelong learners, and to see how others
acquire knowledge and apply their skills.

For Gardner, intelligence is:


the ability to create an effective product or offer a service
that is valued in a culture;

a set of skills that make it possible for a person to solve
problems in life;

the potential for finding or creating solutions for problems,
which involves gathering new knowledge.

Campbell and Campbell (1999) assert that Gardners theory of
multiple intelligences serves to correct negative, implicit beliefs of the
teacher that diminish expectations and weaken student achievement.
Campbell, Campbell, and Dickinson (1999) state that many
educators, acutely aware of the deficiencies and limitations of
standardized measures, believe that new approaches to assessment
will capture more of what students know and can do both within
and outside of school. Multiple intelligence theory has generated a
great deal of enthusiasm among some educational communities for
its individualized approach and practical application in the
classroom.
Gibson and Govendo (1999) begin their article by noting that
a great deal has been written concerning the use of multiple
intelligence theory for academic tasks. They proceed to describe
applications of multiple intelligence theory in relation to the affective
aspects of classrooms. These aspects they address include the
physical and social environment, classroom customs and routines,
transitions, and social skills and problem solving.
Armstrong (2000) asserts that multiple intelligence theory
makes its greatest contribution to education by suggesting that
teachers need to expand their repertoire of techniques, tools, and
strategies beyond the typical linguistic and logical ones
predominantly used in American classrooms.
Multiple intelligence theory resonates among teachers for a
variety of reasons. One major reason is that teachers and schools are
being held to higher standards than ever before due to federal and
state accountability requirements (No Child Left Behind Act, 2002).
Schools and districts that fail to meet accountability guidelines in a

timely manner must modify their instructional approaches in order to
raise student performance on standardized assessments.
Applied multiple intelligence theory has potential as a powerful
alternative to traditional instruction for this purpose.
Stanford (2003) states that multiple intelligences (MI) can
make the greatest contribution to education. He suggests that
teachers expand their repertoire of techniques, tools, and strategies
beyond the typical linguistic and logical ones predominantly used in
U.S. classroom.
Multiple intelligences has helped students who dont experience
success in school and lack motivation. By incorporating Multiple
intelligences into the classroom, students can experience success and
academic growth.
Learners in any given class are individuals and vary in their
aspirations, intelligences and skills, and thus approaches to teaching
should cater to these differences. In practical terms that implies a
variety of approaches and strategies, choice and learner participation
in all aspects of the learning and assessment process.
Nolen (2003) focuses specifically on the academic application
of multiple intelligence theory. She describes several of the learning
benefits of teachers employing multiple intelligence theory in the
classroom. She contends that when instruction is individualized
based upon the intelligences of each of the students; learning is
optimized for the entire class.
Multiple intelligence theory restructures the classroom to focus
on individual learners and refocuses the teachers attention to
meeting individual student needs. She also says that instruction
based on multiple intelligence theory helps teachers recognize
successful students who are active learners.

3.4 MAJOR TRENDS INDICATED IN THE PREVIOUS STUDIES

It is apparent from this collection of review that a clear
understanding of the relationship between Emotional Intelligence, and
academic achievement has as yet not been achieved. Most studies,
regardless of the type of Emotional Intelligence assessment, have
typically found low correlations with assorted indices of academic
achievement
Emotional Intelligence has also been found in a number of
studies to be able to differentiate successfully between individuals
who may be classified as academically successful from those that are
less academically successful. In particular, the obtained results
appear to suggest that Emotional Intelligence may be of greater
importance to less academically successful individuals who may make
greater use of their Emotional Intelligence skills to compensate for
deficiencies in other areas. It is possible, therefore, that Emotional
Intelligence is a threshold variable, which is more relevant to certain
populations than it is to others.
There is a very limited amount of research focusing on the
relationship of Multiple Intelligence with instructional approaches and
student achievement and these studies do not establish unequivocally
significant relationship between Multiple Intelligence and academic
achievement.

In conclusion a higher Emotional Intelligence may help
academic performance, but this certainly does not mean that all
those with high Emotional Intelligence score well academically. Its
just that Emotional Intelligence has been proved (in some studies) to
be a better predictor of academic success as compared to other
variables like academic record, IQ and economic/demographic
factors.So we still have to conduct our researches to establish the
relationship between this intelligence and academic achievement.

3.5 CONCLUSION


Academic achievement might ensure that an individual is
intellectually capable of performing in the working world. Academic
achievements can open doors at recruitment. What our academic
achievements do not indicate is whether a person is actually capable
of coping with the day to day pressures and other requirements of the
corporate world.
An individuals ability to apply his or her knowledge creatively
has become far more important than the knowledge itself. Once you
are employed, it is important to transfer your knowledge into skills.
Knowledge far more reaching than an academic qualification must
come into play.
Academic qualification measures our ability to be intellectually
effective (IQ). It does not however reflect an individuals Emotional
Intelligence (EQ). Emotional Intelligence is a key factor to building
career success. Academic Achievement is therefore no use if we
cannot develop the Emotional Intelligence to support it.
In spite of the studies reviewed, there is still a need to further
investigate the relationship of Emotional Intelligence to Academic
Achievement most especially in a country like India, where most
researchers are yet to show interest in the construct.