Effect of Emotional Intelligence on Academic Achievement at University Level: A Case Study of Pakistani Students

Abstract

This study investigates the relationship and predictive effect of emotional intelligence (EI) on academic achievement among university students in Pakistan. Grounded in Goleman’s (1995) multidimensional model, the research employed a quantitative correlational design involving 405 undergraduate students from public and private universities across Punjab. The Emotional Intelligence Scale (EIS) and students’ official Grade Point Averages (GPAs) were used to measure EI and achievement respectively. Data were analyzed using Pearson’s correlation and linear regression in SPSS (Version 26). Results revealed a strong positive and statistically significant correlation between emotional intelligence and academic achievement (r = 0.624, p < 0.01). Regression analysis further indicated that EI significantly predicts academic performance, explaining 38.9 % of the variance in GPA (R² = 0.389, F(1, 403) = 193.60, p < 0.001). These findings demonstrate that emotionally intelligent students exhibit greater motivation, self-regulation, and adaptability, which contribute to superior academic outcomes. The study concludes that EI is a crucial non-cognitive determinant of student success and recommends integrating emotional-skills training and counseling frameworks into higher-education curricula. Future research should examine gender and discipline variations and explore mediating variables such as motivation and academic engagement to deepen understanding of EI’s role in learning performance.