Emotional intelligence predicting subject-specific academic success: EQ-i Youth in South Africa

Abstract

Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents' well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions. Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject specific academic results. Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques. Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages. Conclusion: The results point to the importance of considering learners' EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level. Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.