e Nucleus

Th The Nucleus 56, No. 3 (2019) 105-111

The Nucleus
ISS N 002 9-56 98 ( Pri nt)
www.thenucleuspak.org.pk
ISSN 2306-6539 (Online)
Pa
ki sta n

Investigating the Impact of Emotional Intelligence on Academic Performance of Engineering

Students: An Exploratory Study in Pakistan
A. Fakhar1*, M. Jahanzaib1, M.H. Sarfraz1, M. Shafiq1, 2 and A. Rizwan3
1
Department of Industrial Engineering, and Management Sciences, UET, Taxila, Pakistan
2
Department of Engineering, University of Sannio, Benevento, Italy
3
Department of Industrial Engineering, King Abdulaziz University, Jeddah, Saudi Arabia

ARTICLE INFO ABSTRACT

Article history: Emotional intelligence (EI) has become one of the leading predictors of human success in professional,
Received: 22 April, 2018 personal and academic life. This study investigates the influence of emotional intelligence and its four
Accepted: 12 February, 2020 domains (self-awareness, self-management, social-awareness and social-management) on academic
Published: 03 March, 2020 performance (AP) of engineering students. The data for this research have been collected through a
structured questionnaire from 350 students of public and private sector engineering universities of
Keywords: northern Punjab Pakistan. The results from analysis of variance (ANOVA) and correlation statistics
support the developed hypotheses by indicating positive influence of emotional intelligence on academic
Academic performance(AP), performance. Furthermore, senior students are found to be more emotionally intelligent than junior
Emotional intelligence(EI), students. Also, the public sector engineering universities provide better environment for the promotion
Engineering students, of emotional intelligence as compared to private universities. However, the level of emotional
Public universities, intelligence both at public and private universities needs to be improved. This study also provides a
Private universities framework for improving emotional intelligence of the students.

1. Introduction Acharya [16] and Rajandran et al. [17] observed that apart
Emotional intelligence finds its origin from social from social, physical or family problems, emotional problems
intelligence and has gradually become an important predictor also hinder the learning process and academic performance of
of human success in diversified fields [1]. While its close dental and undergraduate students, respctively. Chew et al.
relationship with social behaviors including self-esteem [2], [18] examined students of a medical college in Malaysia and
healthiness [3], happiness [4] and prosperity [5] has long been found strong relationship of emotional intelligence with
established, Emotional Intelligence (EI) has also been found academic performance and their dealing with patients after
to be indicative of a successful professional career, graduation. Sansgiry et al. [19] studied some factors which
influencing managerial functionality [6], career selection [7], included academic assessment, time management skills and
leadership qualities [8] and workplace success [9]. In fact, a nervousness and verified their effect on academic
successful professional career is closely associated with performance of students. Magnuson [20] concluded that
proper intellectual growth during educational training. In our academic performance can be affected by socio-economic
educational system, students often face difficulty in coping status. Liao and Wei [21] reported that greater academic stress
with the academic burden in terms of assignments, projects shows a negative affect towards academic performance. They
and exams mainly due to lack of proper guidance, poor concluded that excessive involvement of stress in students
learning environment, language difference and socio- may affect their academic performance leading to poor quality
economic factors. The mental component associated with this of life and reduced self-confidence. The reported literature on
academic burden is ignored which gradually leads to stress specific engineering education suggest that technical skills of
and anxiety that students do not know how to deal with. students should be supplemented with soft skills, as the
Therefore, a number of researchers including Adeyemo [10] collective set of competencies help engineering students to
and Gharetepeh et al. [11] have recommended inclusion of optimize their academic and professional performance [22].
emotional intelligence at undergraduate level in order to A strong connection was found by Davis [23] between
ascertain the academic success of students. professional capabilities of engineers and their emotions,
which was further authenticated by Kosti et al. [24] who
Previously, researchers have considered various factors of carried out extensive research on software engineering
emotional intelligence in their studies to examine the impact professionals. A similar study was conducted by Brackett et
on academic performance of students from different fields and al. [9] who reported an improvement in the grade point ratio
study levels. Parker et al. [12] and Mohzan et al. [13] reported of civil engineering students by improving their emotional
a significant connection of intrapersonal and interpersonal intelligence.
skills with academic performance of secondary school
students. Sloboda [14] and Elias et al. [15] studied the There are other research reports in the literature which
negative impact of pressure, anxiety and stress on academic discuss the relationship of emotional intelligence with
success of medical students and found them to be effective. students’ academic performance in a Pakistani perspective.

Corresponding author: [email protected]

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Some of the researchers have investigated the impact of H4: EI is significantly associated with academic
emotional intelligence on the performance of secondary performance of engineering students of a public sector
school teachers [25] intermediate students [26] and business university.
students [27]. Kamran and Fatima [28] studied the H5: EI is significantly associated with academic
relationship of emotional intelligence, anxiety and performance of engineering students from a private
procrastination of intermediate science students in the light of sector university.
appraisal-anxiety avoidance model and revealed that trait
anxiety was the only predictor of procrastination indicating 3. Research Method and Materials
that students who were anxious tended to procrastinate more. 3.1 Participants
Chaudhary et al. [29] investigated the level of emotional
Data was collectively gathered from a total of 350
intelligence among university students and found it is higher
mechanical engineering students of UET Taxila (University
in the female than the male students. They also proposed that
of Engineering and Technology, Taxila; the public sector
choice of subjects, for instance social science or physical
university) and NUST (National University of Science and
science, may also affect emotional intelligence of students.
Technology; the private sector university). Out of these 350
Farooq et al. [30] suggested socio-economic status of family
students, 175 were from UET Taxila which included 90 junior
to be one of the essential elements affecting students’
and 85 senior students; whereas 175 were from NUST
performance. On the other hand, Saifi and Mehmood [31]
including 90 junior and 85 senior students. The ages of
demonstrated the influence of income and occupation on
students ranged between 19 years to 24 years.
academic performance of students. Kaur et al. [32] carried out
a comparative study among students of different fields and 3.2 Assessment Measures
reported that students of psychology were more emotionally Demographical evidence was gathered from the students
intelligent. Noor [33] suggested that academic performance of concerning their age, gender, university nature and the
students can be enhanced if they are trained to improve their semester through demographic data form. Additionally, two
emotional intelligence in early adulthood. separate 5-point Likert-scale questionnaires [35] were
It is evident from literature review that certain factors developed to collect the research-specific data of students.
including academic environment, stress, guidance, socio- The theoretical framework depicted in Fig. 1 elaborates
economic status and language difference can largely affect the the relationship of various factors of EI and AP which form
academic performance of a student. However, considering the the basis of the survey questionnaires. Participants completed
associated mental component in terms of self-awareness, self- a one-page EI questionnaire that included 19 questions based
management, social awareness and social management can on four core variables of EI (self-awareness (SA), self-
prove to be helpful for better academic performance. The management (SM), social awareness (SOA) and social-
literature review also reveals that a major portion of previous management (SOM)). Moreover, participants also completed
research has been driven to exploring the impact of emotional academic performance questionnaire that included 17
intelligence on academic performance of students of social questions based on important variables of socio-economic
sciences or medical fields; however, little or no work is status, learning facilities, academic environment, stress,
reported focusing on engineering students in Pakistan, despite proper guidance and language. These survey forms were
the growing demand from industrial employers for better developed with the help of previous research works and Trait
empathy and self-awareness among fresh engineering EI Questionnaire [36]. A total of 355 questionnaires were
graduates [34]. Therefore, the current work aims to explore distributed out of which four were not properly filled whereas
the impact of emotional intelligence on academic one was returned unfilled so these were discarded.
performance of first year (junior) and final year (senior)
undergraduate engineering students of public and private 3.3 Procedure
sector engineering universities of Pakistan. Initially, formal letters of permission were written to
2. Hypotheses departmental heads of UET Taxila and NUST mentioning a
brief introduction of the research. There are almost 20
The study is based on the following hypotheses: engineering universities in the region but the reason that the
H1: Emotional Intelligence (EI) is significantly associated afore-mentioned universities were chosen was because these
with academic performance (AP) of Engineering were considered as the top-ranked universities among the
Students. public and private sectors, with diversified demographics of
H2: EI is significantly associated with academic students. After obtaining formal permission from the
performance of junior students in an engineering departmental administration, students were approached in
university. their classrooms for data collection. Firstly, the participants
H3: EI is significantly associated with academic were briefed about the significance of the research and then
performance of senior students in an engineering instructions about filling the questionnaires were given
followed by distribution of questionnaires. The concept of
university.
each question was explained in detail to avoid any
discrepancy in the responses.

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Academic Academic
Self-awareness
Performance (AP) Environment
(SA)

Academic Socioeconomic
Self-management Performance of Status
(SM) Engineering
H1
Students
Language Difference
Emotional H2
Junior Students
Intelligence (EI)
H3
Learning Facilities
Senior Students
Social-awareness H4
(SOA)
Public Sector Academic Stress
H5 University

Social-management
Private Sector
(SOM) Proper Guidance
University

Fig. 1: Theoretical framework of emotional intelligence and academic performance.

Table 1: Descriptive statistics (Mean, Standard deviation, Kurtosis, Cronbach’s) of main variables.

Variables Public sector university first year Public sector university final year

Mean SD α kurtosis Mean SD α kurtosis

SA 3.5 0.48 0.75 0.03 3.6 0.66 0.82 1.9

SM 2.9 0.65 0.70 0.24 3.3 1.0 0.82 -0.28
SOA 3.2 0.81 0.70 -0.27 3.7 0.64 0.74 -0.41
SOM 2.9 0.69 0.76 1.5 3.6 0.76 0.86 0.35
EI 3.1 0.44 0.67 0.29 3.6 0.61 0.73 1.8
AP 3.2 0.50 0.77 0.35 3.5 0.64 0.84 -0.36
Private sector university first year Private sector university final year

SA 3.8 0.29 0.82 -.82 3.5 0.71 0.82 1.3

SM 2.6 0.66 0.84 -1.2 2.6 0.96 0.84 -0.49
SOA 3.3 0.60 0.74 -1.1 3.7 0.46 0.72 0.13
SOM 3.4 0.53 0.70 -.12 3.3 0.63 0.75 -0.82
EI 3.3 0.29 0.57 -0.41 3.3 0.34 0.65 -1.70
AP 3.6 0.30 0.74 -0.62 3.3 0.42 0.75 1.26

The researchers remained present in the class rooms during association (r = 0.39) with academic performance. On the
the data collection session. On average, students consumed 20 other hand, social management (SOM) carries the strongest
to 25 minutes to complete each questionnaire. All responses relationship (r = 0.62) with academic performance. The
were later collated and analyzed using SPSS 24 software [37]. correlation of a variable with itself is always 1.00, so these
values are replaced by dashes to make the table easier to read.
4. Results and Discussion Table 2: Correlation among the factors.
Table 1 shows the details of descriptive statistics which
Variables SA SM SOA SOM EI AP
include mean, standard deviation, Cronbach’s alpha values,
and Kurtosis values of EI, its four domains and academic SA --- --- --- --- --- ---
performance. The Cronbach’s alpha values suggest that data SM 0.28 --- --- --- --- ---
observe the normal distribution. It shows that the gathered
data is reliable enough to be used for inferential statistics. The SOA 0.24 0.22 --- --- --- ---
Kurtosis (normality test) values are within the prescribed SOM 0.24 0.25 0.45 --- --- ---
range i.e., -2.75 to 2.75 [38]. Table 2 shows the correlation EI 0.59 0.70 0.69 0.71 --- ---
statistics among EI, its variables and academic performance.
AP 0.42 0.39 0.50 0.62 0.71 ---
EI is found to be significantly linked with academic
performance (r = 0.71). This supports the first hypothesis.
However, self-management (SM) has a relatively weak
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Table 3: Summary of ANOVA results.

Model Hypothesis r R square Adjusted R Standard error F Sig. Conclusion
square of estimate
1 H1 EI  AP 0.71 0.51 0.50 0.36 133.8 0.00 Supported

2 H2 Juniors 0.70 0.49 0.49 0.33 63.8 0.00 Supported

H3 Seniors 0.73 0.53 0.52 0.32 73.7 0.00 Supported
3 H4 Public sector 0.74 0.54 0.54 0.41 86.1 0.00 Supported
H5 Private sector 0.67 0.45 0.42 0.28 47.0 0.00 Supported

Table 3 shows the results of one way ANOVA and The correlation coefficient of junior students regarding
summary of all the models analyzing the effect of variables emotional intelligence and academic performance is r = 0.70
and objectives identified in hypotheses. Main statistics and that of senior students r = 0.73. This supports hypothesis
including R square (coefficient of determination) has been H2 and H3. The R square values of 0.49, Fcal = 63.8 (p < 0.05)
given. R square explains the goodness of the fit of our models. (for junior) and R square values 0.53, Fcal = 73.7 (p < 0.05)
The table also demonstrates the correlation coefficients (r) (for seniors) at 0.00 significance level satisfy H2 and H3. This
values of the data against each hypothesis. EI is taken as an verifies the significance of model 2 which means that
independent variable, while academic performance is a emotional intelligence of senior students and their academic
dependent variable. performances is higher as compared to that of junior students.
This difference can be attributed to age factor as discussed by
The results reveal that students recording high on EI also
Extremera et al. [42] who found a positive relationship
scored high on academic performance. The correlation
between EI and age. It also infers that soft skills and abilities
coefficient r = 0.71 at 95% confidence level of model 1
develop chornologically.
indicates that EI is significantly connected with academic
performance. R square value also shows that model 1 is Figs. 3 and 4 illustrate the relationship of EI with academic
statistically significant and the degree to which academic performance of junior and senior students, respectively. It is
performance can be explicated by EI is 50.6%, i.e., clear that EI is positively related with academic performance
(R square = 0.51). Fcal = 133.8 (p < 0.05) at 0.00 significance of junior as well as senior engineering students.
level supports H1 suggesting that EI has a positive and
5
significant effect on the academic performances of
undergraduate engineering students. This result is in
AP Score

4
accordance with similar studies, previously carried out by
Schutte et al. [39] and Tapia [40] who found an important
connection between EI and Scholastic aptitude test. 3

5 2

4 1
AP Score

1 2 3 4 5
3 EI Score
Fig. 3: Relationship of EI and AP of junior engineering students.
2
5
1
1 2 3 4 5
EI Score 4
AP Score

Fig. 2: Relationship of EI and AP of engineering students.

3
The academic performance of undergraduate engineering
students against their respective EI levels is depicted in 2
Fig. 2. The graph pattern verifies the direct positive
relationship between the dependent and independent
variables. It is clearly demonstrated that engineering students 1
having better EI level also performed well academically and 1 2 3 4 5
vice versa. This result is consistent with the findings of EI Score
previous researchers, for instance, Skipper and Brandenburg Fig. 4: Relationship of EI and AP of senior engineering students.
[41] who reported that increase in EI score resulted in an
increase in academic performance of engineering students.
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However, the graph reveals that senior engineering students Fig. 7 shows the final model of EI and academic
are more emotionally intelligent than their juniors, scoring performance. It sums up the statistical analyses which is
high on EI as well as AP. The same finding was reported by performed on the required set of data obtained from a public
Maraichelvi and Rajan [43]. and a private engineering university.
Model 3 also appears to be significant as R-square values 5. Conclusions
for the public and private sector universities are 0.54 and 0.45, The current study was focused on exploring the impact of
respectively. This shows that H4 and H5 is true which means emotional intelligence (EI) on academic performance (AP)
that EI has a significant positive relationship with academic while considering junior (1st year) and senior (final year)
performance in public as well as private sector universities. undergraduate students from mechanical engineering
The coefficient values (0.74 and 0.67) reveal a stronger departments of two engineering universities of northern
association of EI and academic performance of students in Punjab, namely UET Taxila and NUST. The research was
public sector as compared to private sector engineering based on five hypothesis mentioned under section 2.
universities. The Fcal (p < 0.05) values support Model 3 that EI Statistical analysis has been carried out including
of engineering students from a public sector university is employment of ANOVA. It is concluded that there is a
significantly better than the students of a private sector significant direct relationship between EI and academic
university. This verifies the supposition that educational performance of engineering students. Students with better EI
environment may affect the emotional intelligence and scores are more diligent towards academic achievements and
consequently academic performance of students. show superior performance as compared to those who are
Figs. 5 and 6 reveal the relationship of EI with academic weak in managing their emotions. EI has direct positive
performance of students from the public sector and the private association with academic performance of both senior and
sector universities, respectively. It is found that EI is junior engineering students; however, in comparison to junior
positively related to academic performance in public as well students, senior students appear to be more emotionally
as private sector engineering universities. intelligent. On the other hand, comparative analysis of the
public and private sector universities reveal that EI is
5 significantly linked with academic performance of
engineering student, as proved in Hypotheses 4 and 5.
4 However, in terms of coaching on emotional intelligence,
AP Score

public sector engineering universities provide a better

3 environment than the private sector universities. Furthermore,
all the four domains of EI, namely, self-awareness, self-
2 management, social awareness and social management have
significant effect on academic performance of the students.
1 Hence the current research verifies the applicability of a
1 2 3 4 5 modified version of EI model in the context of academic
EI Score performance in developing countries, like Pakistan. This
study has important implications regarding inclusion of EI
Fig. 5: Relationship of EI and AP of students in the public sector university.
into Pakistani engineering universities’ curriculum as it has
been proved to be a strong predictor of academic
performance. In the light of the findings discussed above, it is
5
recommended that authorities should create awareness in
students as well as teachers about the importance of EI. A
AP Score

4 learning environment conducive to developing team spirit,

societal development and emotional sensitivity can result in
3 enhanced academic performance of students. As it has been
conversed previously that students who are good at
2 understanding and managing their emotions perform well
2 3 4 5 academically.

EI Score Nevertheless, it is important that which aspects of

emotional intelligence need to be address in this regard. In
Fig. 6: Relationship of EI and AP of students in the private sector Fig. 8, a framework for enhancement of academic
university. performance of engineering students through emotional
intelligence has been presented.
However, in the case of public sector university, the graph
indicates a relatively higher academic performance exhibited
by students with respect to emotional intelligence. On the
contrary, a relatively lower academic improvement, while
assessing EI, is observed in the private sector university.
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Academic Academic
Self-awareness
Performance (AP) Environment
(SA)

Academic Socioeconomic
63.8 Status
Self-management Performance of
(SM) 133.8 Engineering
Students
0.70 Language
Emotional 63.8 Difference
Intelligence (EI) Junior Students
73.7
0.69
Learning Facilities
Social-awareness Senior Students
86.1
(SOA)
Public Sector Academic Stress
0.71 47.0 University

Social-management
Private Sector Proper Guidance
(SOM)
University

Fig. 7: Final framework of emotional intelligence and academic performance.

It suggests that soft skills which include self-motivation This study did not receive any definite grant from
(self-reliance and precise self-assessment) self-management funding agencies in the public, commercial, or not-for-profit
(honesty, trustworthiness and goal-oriented attitude), social sectors.
awareness (organizational awareness and sympathy) and
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