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NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 20, NUMBER 1, 2006--2007
EMOTIONAL INTELLIGENCE: AN
EDUCATION-BASED APPROACH TO
IMPROVE STUDENT ACHIEVEMENT
Robert H. Vela, Jr.
San Jacinto College District
ABSTRACT
Although progressive efforts have been made on improving student
performance and retention, students’ success in higher education continues to decline.
The inability to connect the cognitive and affective domains in student development has
resulted in poorly prepared students in society.
This study examined the role of emotional intelligence in the academic
achievement of first year college students. Each student completed a self-report
emotional intelligence assessment. Additional data examined included first semester
grade point averages, SAT scores, gender, and ethnicity.
The quantitative results of the study showed that there is a significant
correlation between emotional intelligence skills and the academic achievement of first
year college students. Findings also suggest a significant relationship between emotional
intelligence skills and academic achievement according to gender and ethnicity.
Furthermore, the results showed that SAT scores, when coupled with emotional
intelligence skills, can better predict academic achievement. Self-management skills were
significantly related to academic achievement.
major challenge facing the American Education System in
the 21st
century is to provide physically safe campuses,
emotionally safe and healthy classrooms, and an intensive
academic curriculum taught by qualified teachers (Low, 2000).
Healthy and safe learning environments are critical to achieving
student success and satisfaction. It is this challenge that has prompted
professionals in education to implement change, renewal, and reform.
A
Epstein (1998) states that individuals have two minds: rational
and experiential, each with its own form of intelligence. The rational
mind is the cognitive domain which can be measured through IQ tests.
80

81 NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
The experiential mind, which is referred to as constructive thinking,
provides a key to understanding emotional intelligence.
Seligman (1990) has done extensive research on learned
optimism which is self-directed, as opposed to external forces
influencing human behavior. In his investigation of achievement, the
traditional assumptions are that success results from a combination of
talent and desire.
A review of the literature at the school level indicates that
emotional intelligence skills are essential to achievement and
leadership (Goleman, 1995, 1998). Goleman (1998) states that when
high levels of leadership are required, emotional skills are the best
predictors of success, as opposed to other traditional measures such as
intelligence.
A review of the literature suggests that emotional intelligence
and related non-traditional measures of intelligence and human
performance are more predictive of success than traditional IQ tests
and other standardized measures of academic ability and achievement
(Nelson & Low, 1979, 2003; Gardner, 1983, 1993, 1997; Sternberg,
1985, 1995; Goleman, 1995, 1998; Dryden and Vos, 1994; Astin &
Astin, 1993; Townsend and Gephardt, 1997; Weisenger, 1985, 1998;
Cooper and Sawaf, 1997; Epstein, 1998). It is apparent through the
review of the literature that the primary focus of education is academic
performance that has been measured using traditional IQ tests or other
forms of standardized exams. Current research suggests that schools
and colleges cannot ignore or neglect the development of emotional
intelligence skills and other personal factors contributing to the
success of students.
In order for educators to build high-achieving, productive, and
healthy students, there must to be a balance in the cognitive and
emotional domains of learning. If emotional intelligence skills are
developed, strengthened, and enhanced, students may demonstrate
increased levels of personal, academic, and career achievement.

Robert H. Vela Jr. 82
Sternberg (1995) characterized successful intelligent people as those
who: are initiators who motivate themselves, learn to control their
impulses and delay gratification, know how to preserve and seek to
surmount personal difficulties, translate thought into action and do not
procrastinate, complete tasks and follow through, are not afraid to risk
failure, are independent and focus on personally meaningful goals,
balance their thinking (cognitive with emotional), and possess self-
confidence and positive self-efficacy.
The Problem
The current rise in school violence, low levels of achievement,
drop-out rates, and low levels of performance by world standards have
forced educators to look at other areas of student achievement that are
non-traditional (Low, 2000). These non-traditional measures consist of
developing emotional intelligence and emotional skills as a form of
academic learning. Research suggests that both the cognitive and the
emotional domains of students’ academic development should be the
primary goal for educating students. Increased levels of achievement
may occur if the affective domain is included in learning experiences
for college students. In order for educators to better meet the demands
and challenges of today’s public education system, research studies
indicate that the development of emotional skills should be in the
academic curriculum to produce healthy, responsible, and productive
students.
Statement of the Problem
A major problem facing higher education is the absence of
nontraditional variables of intelligence in the preparation, development
and evaluation of first year college students. Research suggests that
nontraditional variables of intelligence are better predictors of
academic achievement than traditional intellectual variables. Higher
education institutions should consider emotional intelligence skills as

nontraditional variables of intelligence to assist with the admissions
process and retention interventions.
Purpose of the Study
The purpose of the study was to examine the relationship
between emotional intelligence skills and academic achievement by
gender and ethnicity in first year college students. The findings of this
study may assist educators in developing a better understanding of the
effects of emotional intelligence on the academic achievement of first
year college students.
Significance of the Study
The information gathered by the study will help institutions,
practitioners, and researchers better understand the interplay of
emotional intelligence skills and academic achievement among first
year college students. As a result of this study, there may be major
impacts on student assessment, recruitment, retention, and
development in institutions of higher learning. The information
obtained from the study may contribute to the development of a new
model for academic advising of first year college students that
emphasizes emotional intelligence skills as influencing factors in
personal, academic, and career success.
Research Methodology
The research method of the study was correlational.
Multivariate correlational techniques were used to determine the
extent to which more than two variables are related (Borg, 1989). The
design was nonexperimental to measure a variety of variables (Green,
Salkind, & Akey, 2000). The instrument that was used was a self-
assessment instrument to measure the current levels of emotional
intelligence skills. The research was an exploratory study to identify
variables that may predict academic achievement in this sample (Borg,
1989).

The study examined the relationship between emotional
intelligence skills and academic achievement among first year college
students. Eighteen independent (predictor) variables and one
dependent (criterion) variable were examined. The independent
(predictor) variables are the subscales of the Exploring and
Developing Emotional Intelligence Skills (EDEIS) (Nelson & Low,
2003) instrument, EDEIS cumulative skills scores, and the EDEIS
cumulative potential problem areas scores, gender, ethnicity, and SAT
scores. The dependent (criterion) variable was first semester grade
point averages. The thirteen subscales or skills of the Exploring and
Developing Emotional Intelligence Skills instrument are grouped into
four competencies which measure ability in the areas of interpersonal
communication under stress, personal leadership, self-management in
life and career, and intrapersonal development.
Population and Sample
The subjects under examination for the study were first year
college students from a selected university in South Texas.
Specifically, 760 first year college students enrolled in university
success courses who participated in a university-wide emotional
intelligence project. Therefore the population and sample were one
and the same.
Data for the study was collected from the emotional
intelligence project conducted by university personnel from a selected
university in South Texas. The emotional intelligence project is a
university-wide effort organized through the required university
success courses taught in all five undergraduate colleges. The project
is designed to actively engage first year college students in both
academic and self-directed experiential goal-oriented activities. An
interdisciplinary team of faculty, administrators, graduate students,

and student program coordinators work with university success
instructors to provide class lessons and structure group activities early
in the semester. The lessons and group activities are organized from a
positive assessment of emotional intelligence skills.
Before the Exploring and Developing Emotional Intelligence
Skills instrument was administered, presenters and faculty
administering the instrument participated in training sessions to
become oriented with the instrument and the value of emotional
intelligence skills on academic achievement and the development of a
successful college student. Presenters were trained on the delivery of
the lesson. Instructors were trained on successfully administering the
assessment to ensure that students responded honestly, openly, and
accurately.
Presenters were given a detailed lesson to present to students
before the administration of the Exploring and Developing Emotional
Intelligence Skills instrument. The lesson included the following four
components: What is emotional intelligence? Why is emotional
intelligence important? Why is emotional intelligence important to
students? How one can achieve emotional intelligence skills? Upon
completion of the lesson, instructors administered the Exploring and
Developing Emotional Intelligence Skills instrument and delivered the
completed assessments to the emotional intelligence project staff for
input into a database.
Subjects who participated in the study were first year college
students enrolled in the university success courses throughout the
university. An agreement to participate was collected to ensure that
students who participated in the study knew how their information
would be used. First semester grade point averages and SAT scores
were obtained from the Office of Institutional Research of the selected
university in South Texas.

Conclusions
A summary of the quantitative findings is as follows:
1. For the whole group, the results of the correlational analyses show
a significant relationship between GPA and drive strength (r = .
10), time management (r = .21), commitment ethic (r = .17), and
stress management (r = .12) at the .01 level of significance. In
general, the results suggest that students with high levels of drive
strength, time management, commitment ethic, and stress
management, tend to be more successful in their academic
achievement.
2. For the whole group, the results of the correlational analyses show
a significant relationship between GPA and the EDEIS cumulative
skills scores (r = .09) at the .01 level of significance; a negative
correlation between GPA and the EDEIS cumulative potential
problem areas scores (r = -.11), aggression (r = -.16), and change
orientation (r = -.12). In general, the results suggest that students
with high levels of emotional intelligence tend be more successful
than students with high levels of potential problems areas in their
academic achievement.
3. For the whole group, a correlational analysis was conducted and
concluded that time management, leadership, commitment ethic,
stress management, and self esteem are predictors of GPA. These
predictors accounted for 10% of the variance when predicting
GPA.
4. For females, the results of the correlational analyses show a
significant relationship between GPA and time management (r = .
22), commitment ethic (r = .21), and stress management (r = .14)
at the .01 and .05 levels of significance. In general, the results
suggest that female students with high levels of time management,
commitment ethic, and stress management, tend to be more
successful in their academic achievement.
5. For females, the results of the correlational analyses show a
negative relationship between GPA and the EDEIS cumulative
potential problem areas scores (r = -.14) and aggression (r = -.12)

the .01 level of significance. In general, the results suggest that
female students with high levels of potential problem areas tend to
do poorly on academic achievement.
6. For females, a correlational analysis was conducted and concluded
that time management, empathy, and commitment ethic skills are
predictors of GPA. These predictors accounted for 11% of the
variance when predicting GPA.
7. For males, the results of the correlational analyses show a
significant relationship between GPA and drive strength (r = .12),
time management (r = .18), commitment ethic (r = .13), and stress
management (r = .10) at the .01 and .05 levels of significance. In
general, the results suggest that male students with high levels of
drive strength, time management, commitment ethic, and stress
achievement.
8. For males, the results of the correlational analyses show a negative
relationship between GPA and aggression (r = -.15) and change
orientation (r = -.13) the .01 level of significance. In general, the
results suggest that male students with high levels of potential
problem areas tend to do poorly on academic achievement.
9. For males, a correlational analysis was conducted and concluded
that time management, leadership, stress management,
commitment ethic, and self esteem skills are predictors of GPA.
These predictors accounted for 9% of the variance when predicting
GPA.
10. For Hispanics, the results of the correlational analyses show a
significant relationship between GPA and drive strength (r = .10),
time management (r = .19), commitment ethic (r = .16), and stress
management (r = .13) at the .01 and .05 level of significance. In
general, the results suggest that Hispanic students with high levels
of drive strength, time management, commitment ethic, and stress
achievement.
11. For Hispanics, the results of the correlational analyses show a
significant negative relationship between GPA and the EDEIS
cumulative skills scores (r = .09) at the .01 level of significance; a

negative correlation between GPA and the EDEIS cumulative
potential problem areas scores (r = -.14), aggression (r = -.15), and
change orientation (r = -.15). In general, the results suggest that
Hispanic students with high levels of emotional intelligence tend
be more successful than students with high levels of potential
problems areas in their academic achievement.
12. For Hispanics, a correlational analysis was conducted and
concluded that time management, leadership, commitment ethic,
and stress management skills are predictors of GPA. These
predictors accounted for 8% of the variance when predicting GPA.
13. For Caucasians, the results of the correlational analyses show a
significant relationship between GPA and time management (r = .
23) and commitment ethic (r = .17) at the .01 and .05 level of
significance respectively. In general, the results suggest that
Caucasian students with high levels of time management and
commitment ethic tend to be more successful in their academic
achievement.
14. For Caucasians, the results of the correlational analyses show a
significant negative relationship between GPA and aggression (r =
-.17). In general, the results suggest that Caucasian students with
high levels of emotional intelligence tend be more successful than
students with high levels of potential problems areas in their
15. For Caucasians, a correlational analysis was conducted and
concluded that time management and leadership skills are
predictors of GPA. These predictors accounted for 9% of the
variance when predicting academic achievement.
16. For African-Americans, the results of the correlational analyses do
not show a significant relationship between GPA and emotional
intelligence skills. In general, the results suggest that African-
American students’ emotional intelligence skills do not relate to
17. For African-Americans, the results of the correlational analyses do
not show a significant negative relationship between GPA and the
potential problem areas. In general, the results suggest that

African-American students’ level of potential problem areas do not
inversely relate to academic achievement.
18. For the whole group, a correlational analysis was conducted and
concluded that the SAT scores accounted for 9% of the variance.
When coupled with the SAT, time management, leadership, and
commitment ethic explained 16% of the variance.
Summary
In the final summary, the study concluded that emotional
intelligence skills are significantly correlated and predictive of
academic achievement for the population. However, some skills did
differ according to gender and ethnicity. The emotional intelligence
skills that were identified in the study are consistent with findings
from Nelson, Jin and Wang (2002) and Stottlemyer (2002). These
studies concluded that emotional intelligence is correlated and highly
predictive of academic achievement and mental health.
Effective self-management skills are key to high levels of
academic and career success (Nelson & Low, 2003). O’Keefe and
Berger (1999) state that the level of motivation one experiences, study
habits, how one manages time, views of oneself, others, and the
environment greatly influence success in college and beyond. The
results of the study concluded that self-management skills from the
Exploring and Developing Emotional Intelligence Skills instrument
were significantly related to and predictive of academic achievement.
This finding supports what the review of the literature suggests.
The results of the study concluded that drive strength is
significantly related to the academic achievement of first year college
students. Drive strength is the ability to complete meaningful goals
and bring about personal satisfaction and positive feelings of
accomplishment (Nelson & Low, 2003). Diperna’s (2000) study
concluded that motivation demonstrated large total effects with

The findings related to time management demonstrate its
significant association on academic achievement. The findings further
suggest that time management is a predictive variable of academic
achievement. Nelson and Low (2003) define time management as the
ability to organize daily tasks in a personal productive time schedule
and use it, to effectively for task completion. A recent study concluded
that time management skills were positively associated with quarter
grade point averages for college students.
In the study, there was a significant relationship between
commitment ethic and academic achievement of first year college
students, as well as a predictor of student success. Commitment ethic
is a skill that gives one the ability to complete tasks, assignments, and
other responsibilities in a dependable and satisfactory manner (Nelson
& Low, 2003). Marks’ (1967) research study concluded that lack of
commitment to educational pursuits leads to adequate performance but
subsequent underachievement.
The findings related to change orientation show a negative
correlation between academic achievement. Change orientation is
considered a potential problem area that is inversely related to the
subjects’ first semester grade point averages. Positive change is
considered the skill to develop for high levels of change orientation.
Positive change is defined as a skill that is a reflection of an
individual’s positive level of satisfaction with his/her current behavior
(Nelson & Low, 2003). The results of a research study concluded that
students transitioning to college experienced change in social strain
which was strongly related to changes in coping and adjustment
(Wonacott, 2001).
Another significant finding is the correlation between stress
management and academic achievement, and demonstrates its
prediction of student success. Nelson and Low (2003) define stress
management as a skill which gives one the ability to choose and have
self-control in response to external stressors. Results from a study
revealed that academic pressure was the stressor that most commonly

led to high stress due to interpersonal difficulties. Exercise was found
to be an effective means of stress management and provided additional
benefits highly valued by the participants (Bolger, 1997).
The study concluded that aggression was negatively correlated
to the academic achievement of first year college students. Anger
management is the skill to develop for aggression. Anger management
is the ability to express anger in a constructive way in relationship to
oneself and others (Nelson & Low, 2003). Heinze’s (1995) study
revealed that men and women use situational cues in their frameworks
of anger expression and are different from one another. These
differences are crucial and extremely important to the understanding
of the interplay of aggression and academic achievement.
The findings of the study reflect that leadership skills were
predictive of academic achievement as measured by first semester
grade point average. Nelson and Low (2003) define leadership as an
action-oriented demonstration of self-empowerment, interpersonal,
and goal achievement skills. A recent study suggests that poor
leadership skills lead to academic failure (Sanchez, Rejano, &
Rodriguez, 2001).
The final emotional intelligence skill that was predictive of
academic achievement is self-esteem. Self-esteem is defined as the
ability, belief, and/or skills to view oneself as a positive and competent
individual who successfully accomplishes personal goals (Nelson &
Low, 2003). A research study conducted by Stoever (2002), suggests
that parents who fostered self-esteem in their children resulted in
positive personal adjustment.

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