The Relationship Among Emotional Intelligence, Academic Achievement, and Demographic Characteristics in First-Year Community College Students

Date of Degree

8-2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program

Education

Advisor

Judith E. Beauford

Advisor

Annette Craven

Advisor

Dorothy Ettling

Advisor

Luz Roman

Abstract

The purpose of this study was to investigate the relationship among emotional intelligence, academic achievement, and demographic characteristics in first-year community college students. A quantitative research methodology was designed for this research. This study utilized end-of-semester grade point average to measure academic achievement and the online Emotional Quotient Inventory (EQ-i) to assess emotional intelligence. A convenience sample of 199 students was used for statistical analysis. Data analysis included frequencies, percentages, mean scores, Hests, one-way ANOVA with post-hoc tests, Pearson correlation, Spearman rho correlation, multiple regression, and logistic regression. The statistical data were computed by SPSS 16.0 for Windows at alpha levels of .05 or lower. The findings in this research study do not support the existence of a relationship between overall emotional intelligence as measured by the EQ-i and academic achievement as measured by GPA. However, a relationship was found between academic achievement and the emotional intelligence subscales of Social Responsibility and Problem Solving. Differences in emotional intelligence and subscales were discovered among various demographic groups Differences were found between age groups in Stress Management and Adaptability emotional intelligence scales. Differences were discovered between genders in the Interpersonal emotional intelligence scale. In addition, students with parental responsibilities scored higher in the Interpersonal and Adaptability emotional intelligence scales. Further, findings revealed significant differences between ethnic groups in Intrapersonal emotional intelligence scales. Students who had been divorced and students who were employed scored higher in Adaptability subscale. Moreover, the present study found differences between gender and marital status groups and academic achievement. This study found a predictive relationship among academic achievement and Independence, Empathy, Social Responsibility, Flexibility, and Problem Solving emotional intelligence subscales. Further, a weak predictive ability of academic achievement was found for age, gender, and marital status.

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