Exploring The Nexus Between Emotional Intelligent And Academic Engagement Of University Students

Abstract

This study aims to investigate the relationship between emotional intelligence and academic engagement of university students. Ability to identify, evaluate, and control one's own and other people's emotional states is the essence of emotional intelligence. Students' levels of participation in class discussions, assignment completion, and lecture attendance are all indicators of their "academic engagement."A convenience sample of 400 students was taken from across disciplines at a large Lahore university. Both the Emotional Intelligence Scale (EIS) and the Academic Engagement Scale (AES) are self-report instruments that the participants were asked to fill out.The Emotional Intelligence Scale (EIS) is a 33-item scale that assesses your level of self-awareness, ego-management, social-awareness, and relationship-management skills. Respondents assigned each statement a score between 1 (strongly disagree) and 5 (strongly agree) on a five-point Likert scale. Cronbach's alpha was used to determine the dependability of the scale, and the resultant value of.86 demonstrates strong internal consistency.There are 17 questions on the AES, and they cover three aspects of students' involvement in the classroom: their actions, their feelings, and their thoughts. Respondents assigned each statement a score between 1 (strongly disagree) and 5 (strongly agree) on a five-point Likert scale. Using Cronbach's alpha, the scale's reliability was calculated; the result was.89, suggesting high internal consistency.Descriptive statistics, correlation analysis, and regression analysis were used to examine the data. Students with higher levels of emotional intelligence were shown to be more interested in their academic endeavors (r =.45, p .01). Emotional intelligence was found to account for 20% of the variance in academic engagement through regression analysis, indicating its importance as a predictor of academic engagement among college students.In conclusion, the results of this study support the hypothesis that higher levels of emotional intelligence are associated with greater levels of motivation in the classroom. Efforts to improve students' emotional intelligence were associated with higher levels of academic engagement, suggesting a possible link between the two variables. More study is required to determine the nature of this correlation and the efficacy of programs designed to raise students' emotional quotient in higher education.