General intelligence and emotional intelligence may collectively predict academic success. A study of 600 secondary students found that general intelligence had a significant positive relationship with academic success, while emotional intelligence had a weaker insignificant relationship. When combined, general and emotional intelligence accounted for 4% of the variance in academic scores. General intelligence made a slightly greater individual contribution to predicting academic success than emotional intelligence based on the analysis. Therefore, both factors may influence academic performance but general intelligence appears to have a stronger impact.

1. 26 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
Introduction
Modern period is the age of competitions in
which intellectual capabilities of an individual are as-
sessed by scholastic achievement. We educate stu-
dentswithone main objectiveinmind, theirsuccess in
academics. Academic success has been a topic of
considerableinterestandresearchforaverylongtime.
What is the key to academic success: has been one of
the perennial questions that have engaged the atten-
tion of teachers, parents, counselors & universally.
Out of large number of cognitive and non-cognitive
factors predicting academic success, intelligence has
been proved to bethe mosteffective througha number
of studies conducted in foreign countries as well as in
India(Mathur & Hundal, 1972).
Today it is generally believed that obtaining
good academic results are not only preliminary
determined bythe general intelligence ofthe students.
In the early 1990's Daniel Goleman gave a short of
answer when he asserted that success depends on
other intelligences. With the dawn of the new century
great stress has been placed on the emotions working
behindtheintellect.Herecomesemotionalintelligence.
Emotionalintelligencehasagreatimportance
in the determination of the academic success of the
students. A vast essay of research literature in educa-
tion psychology has brought it to common knowledge
that; intelligence is one of the most important corre-
lates and has a significant role in determining the aca-
demicachievementofthelearners.Thedirectrelation-
ship between intelligence and academic achievement
has also been widely studied (Ediseth, 2002; Parker et
al.,2004).
Research Questions
The following two research questions were
posed and investigated in the study:
Research Paper—Education
July ,2013
GeneralIntelligenceandEmotionalIntelligence
as Predictors ofAcademic Success
* AnujDattSharma
*Research Scholar,FacultyofEducation,DayalbaghEducationalInstitute, DeemedUniversity,Agra
The present study seeks to explain the combined and relative effects of general intelligence and emotional intelligence on
academic success among senior secondary school students. A total of 600 respondents selected through simple random
sampling technique participated in the study. The study sample responded to two valid and reliable instruments namely:
Group Test of Intelligence by G.C.Ahuja and Emotional Intelligence Inventory by Mangal & Mangal. Data analysis involved
the use of Pearson correlation and multiple regression procedure to investigate predictive capacity of the independent
variables on the dependent variable. The results indicated that two independent variables, when taken together, were
effective in predicting academic success.
A B S T R A C T
Key words: Intelligence quotient, Emotional intelligence, Academic success
i. What are the combined effects of general intelli
gence and emotional intelligence on academic suc
cess of senior secondary school students?
ii. What is the relative contribution of general intelli
gence and emotional intelligence to academic suc
cess of senior secondary school students?
Methodology
In the present study the Correlation method
of research was employed, where the dependent vari-
able is academic success and the independent vari-
ablesaregeneralintelligenceandemotionalintelligence.
The following methodological steps were taken in or-
der to conduct the present study.
Sample
The target sample of 600 students of the age
group between 16 to 18 years and studying in XIIth
gradeofsciencestreamfromCBSEschoolsofAgracity
were selected by simple random sampling method of
sample selection.
Tools used
FormeasuringGeneralintelligenceandEmo-
tional intelligence, G.C.Ahuja,s Verbal Group Intelli-
gence Test (2009) and Mangal & Mangal's Emotional
intelligence inventory (2004) were used respectively.
To measure Academic success of students, the senior
secondary board examination marks were recorded.
Procedure
After establishing the rapport, a set of these
measures was administered on each respondent and
their responses were scored, tabulated and analyzed
the data using appropriate statistical techniques.
Analysis of Data
Toanalyzethedata,descriptivestatisticssuch
as Mean, SD were used and inferential statistics such
as Pearson correlation, ANOVA, multiple regression
procedure were employed.

2. 27RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
Results and Discussion
Two issues were addressed by the present
study. One of the issues was to know the extent of the
contribution of general intelligence and emotional in-
telligence to the prediction of academic success of
senior secondary students. The second issue of con-
cern was to find out the variable that made the greater
contribution to the prediction of academic success of
senior secondary students. The results of the data
analysis indicating the mean, standard deviation and
intercorrelation matrix of all variables are shown in
See Table 1
The result showed in table 1 revealed that General
intelligence was found to have positive and significant
relationship with academic success. However, though
theinsignificantrelationshipwasfoundbetweenEmo-
tional intelligence with academic success, yet they are
positively associated. These finding supports the pre-
vious study of Kuncel, Hezlett, & Ones, (2004) who
found that school achievement is highly related to
general intelligence. Similarly,Abisambra (2000) had
reported that there is a positive relationship between
emotional intelligence and academic achievement
among adolescent students.
SeeTable2Goingbytheresultpresentedintable2,the
two independent variables (General intelligence and
Emotional intelligence) when put together yielded a
coefficientofmultipleregression(R)of0.200,amultiple
correlation square (R2) of 0.040 and Adjusted R2 of
0.037. This shows that about 4% of the total variance
in academic success of the participants is accounted
for by the combination of the two variables. The rest
part of the variance is still to be accounted for by the
other variables, which are not considered in the study.
Thesignificant F-ratio valueof6.770atteststo thefact
that the predictive capacity of the independent vari-
ables could not be attributed to chance factor.
SeeTable3Theresultdisplayedintable3aboveshows
thatgeneralintelligencemakinghighercontributionas
shown by Beta weight (0.188) while emotional intelli-
gence has the lower contribution with a Beta weight
(0.055). Several researchers found that intelligence is
the strongest predictor of academic performance
(Laidraetal.2007;Gelade,2008;Furnham&Monsen,
2009).
Conclusion
Thefindingsofthepresentinvestigation lead
to the conclusion that of all the independent variables
correlated and regressed with the criterion measure.
Results revealed that general intelligence and emo-
tional intelligence either collectively or separately are
potent predictors of academic success. The current
research has produced some important results that
haveimplicationsforeducationalpractices.Itwillhelp
us in understanding the constraints that student faces
in learning process. Therefore, it is suggested that
teachers should create such a congenial environment
in the school where the students become intellectually
matured and emotionally balanced, while the parent
should be positively disposed to the academic pursuit
of their children.
Table 1: Descriptive Statistics and Correlation Matrix among the Variables
Variables Mean SD General Emotional Academic
Intelligence Intelligence Success
General Intelligence 91.75 10.86 1.00
Emotional Intelligence 55.18 9.65 0.130 1.00
Academic Success 60.66 14.40 0.199 0.095 1.00
Table 2: Summary of Multiple Regression Analysis between the Predictor Variables and the Outcome Measure
Multiple R Multiple R2
Adjusted R2
Std. Error of Estimate F-Ratio Sig.
0.200 0.040 0.037 107.510 6.770 .001
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Studies, Allahabad, Vol.6, No.1, pp. 46-50.
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Table 3: Relative Contributions of the Independent Variables to the Prediction of Academic Success
Predictor Unstandardised Standardised t-stat Sig.
Variables Coefficients Coefficients
B Std. Error Beta Std. Error
General Intelligence 0.256 0.074 0.188 0.055 3.434 .001
Emotional Intelligence 0.067 0.077 0.048 0.055 0.873 .383
R E F E R E N C E