Emotional Intelligence for Effective on Academic Performance of Higher Secondary Students

The main objective of the present study was to construct the emotional intelligence scale and to examine its relationship with academic performance among higher secondary students. The random sampling technique was used to select one hundred and nineteen students who were in the eleventh standard. The survey instrument was prepared wherein a large number of items based on the contemporary theoretical model of emotional intelligence were prepared. The academic performance was assessed on the basis of CGPA scores and performance satisfaction of students. The principal components factor analysis was performed which indicated evidence of five factors which were labeled as self-awareness, self-motivation, managing relation and empathy, mood management and self enhancement. The total scale explained 39% of variance wherein the individual components explained 16, 10, 6, 4 and 3 % of variance respectively. The correlation results indicated that of the five components of emotional intelligence self-awareness and self-motivation predicted academic performance while managing relationship and mood management failed to predict academic performance. Finally, self enhancement predicted previous academic scores and performance satisfaction relative to friends. Implications of the study are discussed.