Impact of Extrinsic Motivation, Bullying and Emotional Intelligence on Academic Performance in University Students

The present study aimed to measure the relationship between extrinsic motivation, bullying, emotional intelligence, and academic performance among university students. It was hypothesized that these variables are interrelated. A cross sectional, correlational design was employed with a sample of N=200 students (Mage = 21 years) selected through convenience sampling. The sample size was determined using G Power 3.1, which suggested a minimum of 85 participants for medium effect size, but was increased to 200 to enhance reliability and generalizability. This ensured adequate power for statistical analyses and reduced sampling error. Data were gathered using standardized instruments, including the Bullying Scale for Adults (Haidl et al., 2020), Schutte Self-Report Emotional Intelligence Test (Schutte et al., 1998), and the Academic Motivation Scale (Vallerand et al., 1992). Analyses conducted via SPSS (v.24) revealed a significant positive association between extrinsic motivation (r = .42, p < .01), emotional intelligence (r = .37, p < .01), and academic performance. Conversely, bullying demonstrated a weak negative relationship with academic achievement (r = –.18, p < .05). No significant gender differences emerged for emotional intelligence, extrinsic motivation, bullying, or CGPA. The results accentuate the importance of nurturing emotional intelligence and addressing bullying in higher education contexts, while also highlighting the constructive role of extrinsic motivation in academic success. The study suggests implementing programs that build students’ emotional intelligence alongside anti-bullying initiatives and support systems to create healthier learning environments.