EQ Effect on Personal Achievement

The degree of emotional quotient has been used to gauge various psychological and cognitive abilities. For instance, it is believed that a higher emotional quotient implies that an individual must be having a stable mental health, recommendable job performance, and competent leadership skills. In a research conducted during this study, results showed that emotional intelligence and the conceptualization skills of students were associated in a way. The results clearly indicated that students with higher emotional quotient scored above average in their English papers. In addition, they demonstrated proper understanding and good listening skills. 0 Scope of Study 8 7. 0 Sources and Methods 9 8. 0 References 13 9. 0 Appendix 14 2. 0 Introduction EAP students are usually tasked with the responsibility of determining the most appropriate technique for teaching English (Carkin, 2005). Then students who participated in this experiment registered high semester marks corresponding to their very good scores on the scale of emotional intelligence.

Thus, it can be proved that people who understand their strengths and weaknesses are likely to perform better in class. Likewise, those who have appropriate communication skills and better relations with their class members can achieve higher grades because of their improved intelligence. Therefore it can be recommended that schools should train students to improve their emotional intelligence more than the intelligence quotient. This because emotional intelligence is a good measure of construct and it also improves academic performance. Interpersonal awareness score on relationship with classmates Interpersonal Awareness Score Semester Marks Grade Very Good 62 73. 9 Good 89 71. 5 Average 53 63. 9 Poor 27 63. 7 This table indicates that the mean semester score for students with very good interpersonal awareness about their classmates is 73. 3 in the semester exams. d.

Interpersonal management score on self-confidence Interpersonal Management Score Semester Marks Grade Very Good 31 71. 7 Good 95 69. 3 Average 86 60. It also assists in assimilating people’s thinking, understanding and reasoning. In addition, emotional intelligence can regulate the feelings of an individual when they are relating with other students in school. This brings us to the concepts of intrapersonal awareness and interpersonal awareness which are also known to be the basic elements of emotional intelligence. Other useful aspects of emotional intelligence include intrapersonal management and interpersonal management because they greatly influence the way a person can interact with others. 0 Purpose of Study This study focuses on evaluating the relationship between emotional intelligence and personal achievement of students. 0 Scope of Study This study wishes to expand the learners’ abilities by improving their emotional intelligence.

From the overview of this concept, it could be understood that emotional intelligence is about one’s ability to connect his or her feelings with others. When this connection is perceived to be productive the student is considered to be emotionally intelligent. It is also known that the levels of such abilities may differ such that one person may score a higher point than the rest of the class members. However, the most important consideration is to evaluate how students with lower scores can be improved to attain better performance. The procedures involved here were the basic methods used in any research. Students were required to comply with the MSCEIT procedure then their results would be published later. Accordingly, the performances were then compared to the current academic results to see whether there is any association between the results and the emotional disposition of the students.

Therefore, 50 students were observed and evaluated. Their performances were then compared with the semester mean grades. Before engaging in this research, some of the previously conducted studies were reviewed as follows; (Swanepoel & Britz, 2017) stated that emotional intelligence helps in the development of necessary abilities for knowing oneself and value. In addition, it helps to build and maintain positive and strong relationships. Emotional intelligence also facilitates people to relate properly with their colleagues in order to attain good performance. The researchers also added that emotional intelligence is effective in dealing with the pressures and demands that are experienced in daily life and duties. For instance, any form of effective learning requires a personal and focused process for the growth and development of students.

(Parker et al, 2004) conducted a research and suggested that good emotional intelligence abilities can lead to high performance in higher education. In these results, it was found that emotional intelligence abilities are more important than the ratios of the intelligent quotient. Thus, it can be seen that this is a relevant literature which suggests that emotional intelligence is as a measure of the construct. That is, emotional intelligence can predict the performance of a student in any educational and organizational environment. Additional research has been conducted to determine the influence of emotional maturity on work output among employees. , & Hassan, F. Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study. BMC medical education, 13(1), 44. Parker, J. D.

, Frederickson, N. , & Furnham, A. The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and individual differences, 36(2), 277-293. Roberts, R. Emotional Intelligence and Academic Performance. Alternation Journal, (20), 171-188. 0 Appendix Questionnaire ⒈How do you manage your emotions and behaviors in classes? A) Be sensitive about what happens at the moment B) Think about reasons and consequences before what happens C) Be causal with the environment (react immediately without thoughts) How do you think that is important? A) Always important B) Sometimes important C) I don’t care ⒉ In what degree do you think self-confidence improves your learning? A) Very much B) Just one factor C) No importance ⒊ How do you recognize your strengths and weaknesses when learning or testing? A) Positive reflection B) Negative reflection C) A balance ⒋ Do you have experiences with tutoring? A) many B) a few times C) Not at all ⒌ How do you find other students’ needs? A) Ask your learner B) Listen to their reflections C) Both ⒍ How do you maintain good relationships with your classmates? A) Inside the class B) Activity outside C) No care ⒎ How do you cooperate with others when you act in a group? A) Try to be independent B) Do the same as others C) A balance ⒏ What kinds of strategy do you think is good to communicate with people who argue with you? A) Be rational B) Be smart C) Be aggressive 9.