THE ROLE OF EMOTIONAL INTELLIGENCE IN ACADEMIC PERFORMANCE: A BEHAVIORAL APPROACH

Abstract

Background: Academic performance in educational settings is traditionally evaluated through cognitive competencies, such as memory, problem-solving, and analytical reasoning. However, emerging behavioral research emphasizes the significance of non-cognitive skills especially Emotional Intelligence (EI) in shaping academic outcomes. Emotional Intelligence, defined as the ability to perceive, understand, manage, and regulate emotions in oneself and others, has been shown to influence motivation, stress management, interpersonal relationships, and decision-making, all of which are crucial in academic settings. Despite increasing global interest, the behavioral dimensions of EI and their direct relationship with students' academic success remain underexplored, especially in diverse socio-cultural educational contexts. This study attempts to bridge this gap by adopting a behavioral approach to investigate the predictive role of EI in academic performance among medical students.

Objectives: The objective of this study was to evaluate the relationship between emotional intelligence and academic performance using a behavioral framework.

Methodology: This descriptive cross-sectional study was conducted to examine the relationship between emotional intelligence and academic performance among undergraduate medical students. The research adopted a behavioral framework to assess how components of emotional intelligence including self-awareness, self-regulation, motivation, empathy, and interpersonal skills relate to academic success. The study was carried out in a M Islam Medical and Dental College in Pakistan between January to April 2025.

Results: The sample consisted of 200 students, comprising 112 females (56%) and 88 males (44%), with a mean age of 21.4 ± 1.7 years. Based on academic results, 146 students (73%) obtained First Division (≥ 60%), while 54 students (27%) fell into the Second Division (50–59%) category. The overall mean emotional intelligence score was 129.5 ± 12.4, with students in the First Division demonstrating notably higher EI levels compared to those in the Second Division.

Conclusion: This study confirms a significant positive association between emotional intelligence and academic performance among medical students. Higher scores in key EI domains, especially motivation and self-regulation were linked to better academic outcomes. These findings highlight the importance of integrating emotional intelligence into medical education to support both academic success and professional growth.