The results of the researches were varied, however, as far as the effects on emotional intelligence and academic achievement is concerned. Farooq (2003) found that students with high emotional intelligence showed better academic achievement. This is because effective learning can take place when students can develop understanding, skills, confidence and ability to communicate with each other (Nasir & Masur, 2010). According to Low and Nelson (2004) emotional intelligence skills are the key factors in academic achievement of high school and college students. Besides that, a significant positive correlation between emotional intelligence and academic achievement was also found in a correlation survey research by Festus (2012).
It aims at proving the linkage between academic performance and the above variables and investigate how the academic performances change with the above variables. There are three methods carried out in this study. The morning-eveningness questionnaire, Pittsburgh sleep quality index, and adjective based personality test, cumulative grade point average are used to estimate the the chronotype, sleeping quality, personality, and academic performances of the students respectively. The results suggest that there is relationship between CGPA and the variables and MT students perform better than ET students. MT students tends to have higher degree of consciousness, neurotics, that they are more self-motivated and self-disciplined, hence perform better academically.
Individuals exercise control over their thoughts, feelings and actions. (Bandura, 1986) states that people will be more inclined to take on a task they believe they can succeed in. People generally avoid tasks where their self-efficacy is low but will engage in task where their self-efficacy is high. A strong sense of academic self-efficacy enhances students ' academic accomplishment, quality of functioning and personal well-being (Adeyemo, 2001; Pajares, 1996). (Bandura, 1997) states that a sense of self-efficacy is an important contributor to the attainment of further competences and successes.
One has to add these exams and find the average to see what a student’s academic performance is. Academic performance is important because it a correlates with a person’s success. People who are more successful have higher academic performance. People who are more successful also show higher levels of wellbeing. Wellbeing is a psychological construct that correlates with general happiness that a person experiences in his or her life.
Kiasu-positive tactics propel students to place additional effort into their work, a tactic clearly associated with improved academic performance (Kirby & Ross, 2007). On the other hand, kiasu-negative tactics are likely to aid in gaining competitive advantage over fellow students in terms of exams (Kirby & Ross, 2007). Hence, it has been assumed that this gain in competitive advantage will allow one to attain higher academic achievement.
This may be due to high pressure on students by peers and family members to perform well in their academics than their counterparts which is most evident in an Indian society (citation). In order to improve academic performance among the high school students it is important to uphold their self-esteem despite various stressors they experience. Hence the present study aims to explore the relationship between academic performance and
Emotional intelligence and academic achievement in student Success in life largely determine by the intelligence. Intelligence is a mental ability and cognitive problem solving skill, involved in reasoning, perceiving relationship and analogies, calculating, learning quickly etc. Intelligence is the capacity to learn from experience and involve the ability to adapt to ones environment. Intelligence consider vital for success, and essential for personal accomplished. We can success depend on several intelligence and on the control of emotions.
The Chambel et al study conducted in 2005 addresses the relationship between satisfaction with academic life and depression levels, to work characteristics. This study is important because it is further research on the effectiveness of the Job Demand-Control model and it is the integration of the extended Job Demand-Control-Support model in a context different from the one used oftentimes. The title of the research paper, “Stress in Academic Life: Work Characteristics as Predictors of Student Well-being and Performance” summarizes the topic of this study well and explains that quality of work does influence well-being and the capability of students in school. The authors note that this study is an extension of a completed study to a new context,
Indeed, a meta-analysis has shown that specific academic self-concepts provide much better prediction of academic achievements than global self-esteem (Hansford & Hattie, 1982). The main goal of this study is to demonstrate a multidimensional character of self-concept by showing reciprocation between general and academic self-esteem in their joint prediction of school achievement. Self-efficacy has been related to persistence, tenacity, and achievement in educational settings (Bandura, 1986; Schunk, 1981; Zimmerman, 1989). A meta-analysis of research in educational settings (Multon, Brown, & Lent, 1991) found that self efficacy was related both to academic performance (r = .38) and to persistence (r = .34). The contribution of self-efficacy to educational achievement is based both on the increased use of specific cognitive activities and strategies and on the positive impact of efficacy beliefs on the broader, more general classes of meta-cognitive skills and coping
Self esteem Self-esteem is a positive or negative orientation toward oneself an overall evaluation of one 's worth or value. People are motivated to have high self-esteem, and having it indicates positive self-regard, not egotism. Self-esteem is only one component of the self-concept, which Rosenberg defines as "totality of the individual 's thoughts and feelings with reference to himself as an object." Besides self-esteem, self-efficacy or mastery, and self-identities are important parts of the self-concept. Much of Rosenberg 's work examined how social structural positions like racial or ethnic statuses and institutional contexts like schools or families relate to self-esteem.