Literature review (6)

Title Author\ Year Objective Parameters Findings

The Relationship Sisilia The study aimed to assess the level The study employed • 1.Emotional Intelligence: 65%
Between Emotional of emotional intelligence (EQ) and quantitative descriptive of Biology Education students
Quotient (EQ) and
Puspitaningrum, academic achievement among methods, utilizing exhibited medium a of
Academic Ruth Megawati, Biology Education students during questionnaires to gauge emotional intelligence during
Achievement of Maik Akobiarek the Covid-19 pandemic, and to emotional intelligence and the pandemic.
Biology Education (2023) 22 May investigate the relationship between academic achievement. • 2.Academic Achievement:
Students During The emotional intelligence and academic Emotional intelligence was 62% of students attained
Pandemic Time of performance. assessed across five medium academic results.
Covid-19 dimensions: self-awareness, • 3.Relationship: The study
emotion management, self- found no significant
motivation, empathy, and correlation between
interpersonal skills. Academic emotional intelligence and
performance was evaluated academic achievement among
using data from the Biology Education students
Academic Information during the Covid-19
System. pandemic.
Literature review (7)
Title Author\ Year Objective Parameters Findings

A Study on Geetha B, The study aimed to Main Variable: • The majority of secondary school students
exhibited high levels of emotional intelligence,
Emotional Sharath Kumar C assess the level of Emotional with 82 out of 89 students falling into this
Intelligence R (2020) emotional Intelligence category.
Among intelligence among Background • No students demonstrated low levels of emotional
Secondary School secondary school Variables: Gender intelligence.
• There was no significant difference in emotional
Students students and (Boy/Girl), Locality intelligence between rural and urban secondary
investigate (Urban/Rural) school students.
differences based on • However, a significant difference was observed
between boys and girls in terms of emotional
gender and locality intelligence.
(urban/rural). • Specifically, there was no significant difference
between rural boys and girls in emotional
intelligence.
Literature review (8)

Title Author\ Year Objective Parameters Findings

Emotional Julia Arias, Jorge G. 1. Identify the level of emotional 1. Quasi-experimental design with 1. PS students exhibit a mid to
intelligence (EI) and motivation towards a sample of 541 students from high level of EI across factors
Intelligence and Soto-Carballo & studying among primary school (PS) public centers in Pontevedra, (self-awareness, self-control,
Academic Margarita R. Pino- students. Spain. emotional use, empathy, and
2. Analyze the correlation between EI and 2. Participants: 5th and 6th grade social skills) and a good level
Motivation in Juste (2022) motivation to study and task students aged between 10 and of academic motivation.
Primary School performance of PS students. 12 years, with 270 boys and 271 2. Positive and significant
3. Establish the association between these girls. correlation between EI and
Students constructs and independent variables 3. Instruments: School Motivation school motivation, indicating
such as gender, grade, and age. Scale and EI questionnaire based that students with higher EI
on Goleman's five areas of EI. are more motivated to study
4. Data analysis: Descriptive and perform school tasks.
statistics, bivariate correlations, 3. Girls demonstrate higher
Student’s t-means difference, emotional intelligence than
ANOVA, using SPSS version 26.0 boys, but no significant
difference in academic
motivation based on gender.
Literature review (9)
Title Author\ Year Objective Parameters Findings

Development of Tatyana Muhinaa, 1) Explore the formation of 1) Focus on emotional 1) Emotional intelligence
emotional intelligence in intelligence formation within plays a crucial role in the
Emotional Irina Aboimovab, adaptation of future teachers
Intelligence of Aleksandra students within the the educational process,
to educational environments,
educational process. particularly in the context of
Students as a Kulaginab, Victor facilitating effective
2) Examine the role of teacher training. interpersonal interaction and
Condition of Trophimovb, and emotional intelligence in the 2) Consideration of emotional adaptation to training.
Successful Evgeniy Chigarovb adaptation of future teachers intelligence as a factor 2) Emotional intelligence
Adaptation to (2016) to multicultural educational influencing successful encompasses the ability to
Training environments. adaptation to training and perceive information
3) Investigate the impact of professional activities. objectively and respond to
changes in the environment,
emotional intelligence on 3) Exploration of emotional as well as understand and
interpersonal interaction, responses and traits within the respond to the behavior of
adaptation to training, and cultural and scientific content peers, students, colleagues,
further pedagogical activities. of the Russian mentality. and parents.
3) Successful emotional
impact and interaction by
teachers depend on their
emotional capability.
Literature review (10)
Title Author\ Year Objective
European Journal Samuel O. • Investigate the
of Educational relationship between
Studies 2(3),
Salami, 2010 psychological well-being,
2010: Emotional self-efficacy, emotional
Intelligence, Self- intelligence, and
Efficacy, students’ behaviors and
Psychological attitudes.
Well-Being, and • Examine the moderating
Students’ roles of emotional
Attitudes: intelligence and self-
Implications for efficacy in the
Quality Education relationship between
psychological well-being
and students’ behaviors
and attitudes.
• Fill gaps in knowledge
regarding the predictors
of students’ behaviors
and attitudes.
Parameters
1)Focus on the relationship
between psychological well-being
(happiness, life satisfaction,
depression), self-efficacy, emotional
intelligence, and students’
behaviors and attitudes.
2)Examination of the moderating
effects of emotional intelligence
and self-efficacy on the relationship
between psychological well-being
and students’ behaviors and
attitudes.
3)Participants: 242 students from a
college of education in Kwara State,
Nigeria, with a mean age of 27.30
years.
Findings
1. Happiness significantly correlated with
intrinsic motivation and respect for
lecturers but not with self-discipline.
2. Emotional intelligence and self-efficacy
predicted students’ behaviors and
attitudes (intrinsic motivation, self-
discipline, and respect for lecturers).
3. Emotional intelligence and self-efficacy
moderated the relationship between
depression and students’ behaviors
and attitudes
Literature review (11)
Title Author\ Year Objective Parameters Findings

The Role of Abdullah Alam, To investigate the 1. Sample size: 224 1. Emotional intelligence of
Teachers’ Mushtaq Ahmad impact of teachers’ public school teachers has a significant
Emotional (2018) emotional teachers relationship with student
Intelligence in intelligence on 2. Methodology: achievement.
Enhancing student Regression analysis 2. This relationship is mediated by
Student achievement. 3. Mediating factors: school culture, indicating that
Achievement Teacher the school environment plays a
commitment and crucial role.
school culture 3. Previous studies primarily
focused on the emotional
intelligence of principals, making
this study valuable in exploring
the impact of teachers’
emotional intelligence on
student achievement.
Literature review (12)
Title Author\ Year Objective Parameters Findings

A Meta-Analysis of the Nicolás Sánchez- To conduct a • Literature Search: • There was a moderate
Conducted on electronic significant cumulative effect
Relationship Between Álvarez, María Pilar quantitative meta- databases and specialized between EI and AP, supporting
Emotional Intelligence Berrios Martos, analysis examining journals from June 2017 to previous research suggesting a
and Academic Natalio Extremera the relationship January 2020 moderate association between
Performance in (2020) between emotional • Inclusion Criteria: Studies EI levels and academic success.
examining the association • Ability EI measures showed the
Secondary Education: intelligence (EI) and between EI and AP in greatest association with AP,
A Multi-Stream academic secondary education followed by self-report EI and
Comparison performance (AP) in • Sample: 44 studies with 49 mixed EI streams.
independent effect sizes, • Heterogeneity existed within
secondary involving 19,714 each instrument category,
education, secondary school students indicating variability in the
comparing the three • Statistical Analysis: Meta- association between EI and AP
main theoretical analysis using R software, even when using the same
examining heterogeneity, instrument.
models of EI. publication bias, and • Publication bias analysis
differences in association showed robust and reliable
based on EI measures findings, indicating no evidence
of publication bias.
Literature review (13)
Title Author\ Year Objective Parameters Findings

Impact of Dr. Minum To analyze the • Location: The study • Emotional intelligence is positively related
Emotional Saksena (2018 relationship between is conducted in the to academic achievement among female
undergraduate students, indicating that
Intelligence emotional city of Mumbai. those who can recognize, understand, and
on Academic intelligence and • Data Collection: Both manage their emotions tend to perform
Achievement academic primary and better academically.
of achievement among secondary data • However, there is less evidence to suggest a
Undergraduat undergraduate analysis is positive relationship between emotional
intelligence and academic achievement
e Students students, as well as undertaken, with a among male undergraduate students.
gender-wise sample size of 52 • Overall, there is no significant relationship
differences in undergraduate between emotional intelligence and
emotional students. academic achievement among
intelligence levels. • Research Design: undergraduate students.
• The study highlights the importance of
Descriptive and emotional intelligence in academic success,
exploratory in particularly among female students, as it
nature, with helps in managing negative feelings and
hypothesis testing fostering positive emotions conducive to
using a structured achieving academic goals.
questionnaire.
Literature review (14)
Title Author\ Year Objective Parameters Findings

The Miri, To evaluate the • Study Design: Cross- • here was no significant correlation between EI scores
and educational stress among students.
Relationship Mohammad relationship sectional study • Significant relationships were found between EI and
Between Reza; between • Sample Size: 260 gender, as well as certain domains of academic stress
Emotional Kermani, emotional students from four such as personal favorites, reaction to stressors, and
Intelligence Tayyebe; intelligence (EI) faculties: Medicine, performance in stressful situations.
• Female students generally exhibited higher levels of
and Academic Khoshbakht, and educational Nursing and Midwifery, EI compared to male students.
Stress in Hoda; stress among Paramedical Sciences, • Different faculties showed variations in EI scores
Students of Moodi, Mitra students of and Health among students, but not necessarily in academic
stress scores.
Medical (2013) Birjand • Data Collection: • Birth order did not significantly affect EI scores, but it
Sciences University of Standardized was associated with certain EI level subscales.
Medical questionnaires • Overall, while EI development can contribute to
Sciences including Sheering individual success, it alone cannot mitigate academic
stress, particularly notable in female students. Other
(BUMS). Emotional Intelligence factors such as individual differences (e.g., IQ, SQ,
Questionnaire (EIQ) AQ) should be considered in understanding
and Student-Life Stress academic stress.
Inventory (SLSI)
Literature review (15)
Title Author\ Year Objective Parameters Findings

Relating Paloma Gil-Olarte To investigate the • Participants: 77 high school • The MSCEIT showed discriminant
students (38 females, 39 males) in validity from well-established
Emotional Márquez, Raquel discriminant, their last year of Obligatory measures of personality and
Intelligence to Palomera Martín, criterion, and Secondary Education (age range: intelligence.
Social and Marc A. incremental validity 14-17 years) • Moderate correlations were found
Competence Brackett (2006) of an ability • Measures: between the MSCEIT and social
1. Mayer-Salovey-Caruso competence, as well as students'
and Academic measure of Emotional Intelligence Test final grades.
Achievement Emotional (MSCEIT) • Most correlations remained
in High School Intelligence (EI) 2. Big Five Questionnaire (BFQ) significant even after controlling for
for personality traits personality traits and general
Students among high school 3. Factorial General Intelligence intelligence.
students in Spain. (IGF-5r) • Higher EI scores were associated
Specifically, the 4. Social-Cognitive Attitudes with more prosocial behavior and
study aimed to and Strategies inventory better academic performance.
(AECS) • The study suggested the potential
examine the 5. Official school records for utility of EI in educational contexts,
relationship final grades indicating that EI contributes to
between EI, social both academic and social success
competence, and independently.
academic , social competence, and
achievement.