Publication Date

8-1-2007

Degree Program

Department of Psychology

Degree Type

Master of Arts

Abstract

Emotional intelligence is a relatively new construct within the field of psychology. Since its formal introduction in 1990 by Salovey and Mayer, emotional intelligence and its relationship to other constructs has been widely researched. Current research does not provide conclusive evidence of the relationship of motional intelligence to academic performance, nor does it fully address its possible empirical relationship to leadership. This study addressed emotional intelligence, as measured by Bar-On's Emotional Quotient Inventory (EQ-i), and its predictive relationship to academic success as well as to involvement and leadership in campus organizations. An archival data set was used to longitudinally assess the relationship between students' academic progress and social activity with scores on the EQ-i. Due to student attrition over the 4 year time period, analysis was conducted on the full sample as well as two subsamples of those who stayed and those who left the university. Results indicated that emotional intelligence was predictive of only one of the three measures used to assess academic success; ACT scores were a better predictor of all three measures of academic success. Results also indicated that emotional intelligence was not predictive of involvement and leadership in campus organizations. These results suggest that emotional intelligence is not a useful predictor of academic success or involvement and leadership in students in a college setting.

Disciplines

Psychology

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