• Users Online: 263
  • Home
  • Print this page
  • Email this page
Home About us Editorial board Ahead of print Current issue Search Archives Submit article Instructions Subscribe Contacts Login 
ORIGINAL ARTICLE
Year : 2015  |  Volume : 1  |  Issue : 2  |  Page : 75-79

Relating emotional intelligence and social competence to academic performance in high school students


Department of Education, College of Education and Psychology, University of Birjand, Birjand, Iran

Correspondence Address:
Seyed Mahdi Hosseini
College of Education and Psychology, University of Birjand, Birjand
Iran
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.152218

Rights and Permissions

Aim: The present study aimed to investigate the relationship between emotional intelligence (EI) and social competence with academic performance of Zabol high school students in Iran. Methodology: It is a descriptive-correlational study and its statistical population consists of 9,386 high school students of Zabol of which 351 subjects were selected using Cochran's sample size determination formula and multi-stage random sampling method. Data collection instruments included both Schutt's EI questionnaire and social competence questionnaire of Illinois University. The students' first semester GPA was used as the Academic Performance indicator as well. Results: The results of data analysis showed that EI and social competence of students have a significant positive relationship with their academic performance and is able to predict their academic performance. The correlation between all the components of EI and academic performance of students was significant as well. Conclusion: Students with high EI and social competence tended to be more pro social and performed better in school. This suggests that integrating lessons with socioemotional learning in schools might improve students' performance, decrease maladaptive behavior, and increase pro social behavior. Finally, only well-designed experiments and longitudinal studies at various levels (elementary, middle and high school) will show whether EI and social competence can be learned (and at what age) and whether teaching these skills will have lasting effects.


[FULL TEXT] [PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed1327    
    Printed64    
    Emailed0    
    PDF Downloaded237    
    Comments [Add]    
    Cited by others 1    

Recommend this journal