Emotional Intelligence and Academic Performance Among College Students: A Quantitative Analysis

Emotional intelligence (EI) is a vital concept in education, serving as the central focus of this study. EI is defined as the ability to effectively manage and express emotions with empathy while being acutely aware of their impact on interpersonal relationships. This study aims to explore the relationship between emotional intelligence and academic performance among undergraduate students. A sample of 200 participants was utilized to examine how five dimensions of EI—intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood—correlate with both cumulative GPA and high school GPA. The results revealed statistically significant correlations between specific EI domains and academic performance, particularly highlighting the critical roles of stress management and general mood. These findings reinforce existing research suggesting that students with strong emotional intelligence skills tend to achieve better academic and extracurricular outcomes. Additionally, our study identified a significant gap in educational programs aimed at developing, supporting, and sustaining emotional intelligence within universities. We also examined demographic variables, including sex, age, and ethnicity, to assess their impact on differences among subgroups and their relationship with college retention. The findings carry practical implications for both educators and students, providing valuable insights that can inform the integration of EI competencies into academic support strategies in higher education, ultimately enhancing student success and well-being.