2025, Vol. 7, Issue 2, Part G

author(s)
Harshal Borgaon, Laxmi Mohan Paloji and Chaitra Mangond

abstract
This research investigates the effect of emotional intelligence on academic performance for students enrolled in higher education management programs. The concept of emotional intelligence has been defined using a mixed model, which includes the abilities of self-awareness, self-management, social awareness, and relationship management, and as such has been found to be an accurate predictor of both academic success and happiness within various higher education contexts. Using stratified random sampling, we collected data from 200 students representing different semesters of a Master of Business Administration (MBA) program. To measure emotional intelligence, we employed a 40-item standardized Likert-type scale and academic performance was represented by the cumulative grade point average (CGPA). The researchers used descriptive statistics, Cronbach’s alpha, correlation, and simple linear regression to analyze the data. The findings indicate that overall emotional intelligence and CGPA have a moderate, positive, statistically significant correlation (r=.42, p<.01) with self-management and social awareness being the biggest predictors of academic success. Although women scored higher on the emotional intelligence scale than men, the difference was not statistically significant (p>.05). According to the regression analysis, emotional intelligence accounts for about 18% of the variance in academic performance (R2=.18). In conclusion, the findings provide evidence for the importance of incorporating emotional intelligence training into the curriculum at institutions of higher education to help students achieve their potential and foster holistic development.