Table 1 Included studies on the relationship between EI and academic success
Authors | Location | EI test | Task nature | Academic performance criterion | Major findings |
|---|---|---|---|---|---|
Austin et al. [23*] | United Kingdom | EI questionnaire | Trait-based EI | • Unit examination | Examination performance was positively and significantly related to the EI score |
Stratton et al. [27*] | United States | Trait Meta Mood Scale (TMMS) | Trait-based EI | • Comprehensive clinical performance (CPX) • Physical examination (PE) | A positive significant correlation was found with the Attention to Feelings subscale of the TMMS PE, while other TMMS subscales were not significantly correlated with either CPX or PE |
Austin et al. [28*] | United Kingdom | SSEIT | Trait-based EI | • End-of-year examination | Overall, no association between EI and academic performance was found |
Carr [29*] | Australia | MSCEIT | Ability-based EI | • Undergraduate Medicine and Health Sciences Admission Test (UMAT) • Tertiary Entrance Rank (TER) scores | No significant correlations were found between EI and the parameters of academic performance |
Fallahzadeh [30*] | Iran | EQ-i | Trait-based EI | • GPA | A positive significant relationship was found between total EI, the Stress Management subscale, the Adaptability subscale, and academic performance |
Leddy et al. [31*] | Canada | MSCEIT | Ability-based EI | • Weighted GPA | A negative significant correlation was found between EI and wGPA |
Chew, Zain, and Hassan [32*] | Malaysia | MSCEIT | Ability-based EI | • Total continuous assessment • Final examination marks | A positive significant correlation was observed between total EI and both total continuous assessment and final examination marks |
Brannick et al. [33*] | United States | Wong and Law Emotional Intelligence Scale (WLEIS) MSCEIT | Trait-based EI Ability-based EI | • Medical College Admissions Test (MCAT) • GPA | There was no significant correlation between trait-based EI (i.e., WLEIS) and academic performance, while ability-based EI (i.e., MSCEIT) was significantly correlated with academic performance |
Shah et al. [34*] | India | EQ questionnaire prepared by the Institute of Health and Human Potential | Trait-based EI | • Achievement examination | A significant negative correlation was found between EI and academic achievement |
Humphrey-Murto et al. [15*] | Canada | MSCEIT | Ability-based EI | • Written examination • Objective structured clinical examination | EI does not appear to reliably predict future academic performance |
Naeem et al. [35*] | Saudi Arabia | SSEIT | Ability-based EI | • Cumulative grade point average (CGPA) | A significant positive relationship was found between EI and the Optimism subscale, and EI and the Awareness of Emotions subscale, while EI was not significantly associated with the Use of Emotion subscale |
Libbrecht et al. [16*] | Belgium | Situational Test of Emotional Understanding (STEU) Situational Test of Emotion Management (STEM) | Ability-based EI | • Standardized grades assessing two facets of academic performance: (a) intellectual academic performance, and (b) interpersonal academic performance | A significant positive correlation was observed between the Emotional Regulation Ability subscale and total EI and Interpersonal Academic Performance, while no significant association was found between EI and Intellectual Academic Performance |
Radfar et al. [36*] | Iran | EQ-i | Trait-based EI | • GPA | There was a positive significant relationship between EI and GPA |
Rajasingam et al. [37*] | Malaysia | Trait Meta Mood Scale (TMMS) | Trait-based EI | • Average of five continuous assessment tests | A positive significant correlation was found between the Attention to Feelings subscale and academic performance, while total EI, the Clarity subscale, and the Mood Repair subscale were not significantly associated with academic performance |
Nath, Ghosh, and Das [38*] | India | EQ Questionnaire | Trait-based EI | • MBBS examination | No significant correlation was found between of EI and academic performance |
Holman et al. [39*] | United States | SSEIT | Trait-based EI | • Final written examination score • Final practical score | No significant correlation was found between EI and academic performance |
Aithal et al. [40*] | India | TEIQue | Trait-based EI | • MBBS examination | There was a significant positive correlation between EI and academic performance |
Johar, Ehsan, and Khan [41*] | Pakistan | Quick Emotional Intelligence Self-Assessment Questionnaire | Trait-based EI | • Grades in the professional examination | A positive and a significant correlation was found between the Total EI score as well as the Emotional Awareness and the Social Emotional Awareness subscales and grades in professional examination |
Altwijri et al. [5*] | Saudi Arabia | SSEIT | Trait-based EI | • Academic Success Inventory for College Students (ASICS) • GPA | A significant positive association was found between overall EI and ASICS, and between EI and GPA |
Gore and Jadhav [42*] | India | Trait Emotional Intelligence Questionnaire | Trait-based EI | • Academic success assessment | There was a significant positive correlation between EI and academic success |