Emotional intelligence is a relatively new and growing area of behavioural research, which
stimulated the imagination of the general public, the commercial world and the scientific
community. Only a few studies have been done on the relationship between emotional
intelligence and academic performance. The objective of this study was to determine the
relationship of emotional intelligence, optimism, life satisfaction and self-efficacy, as well as the
validity and reliability of these measures on a sample of university students. Further objectives
included conceptualising emotional intelligence, optimism, life satisfaction, self-efficacy, wellbeing
and academic performance and determining the validity and reliability of the 33-item
measurement of emotional intelligence (SEIS) for a sample of potential future employees in
economical sciences professions. The results obtained from this study will help organisations
determine the level of emotional intelligence and well-being of their future workforce, in order to
implement certain interventions to improve it.
A cross-sectional survey design was used for this study. A sample of 341 students was used for
this study, but only 324 of the responses could be utilised. The participants (N = 324) were
students within the field of economics. 1 17 Students were from the Vanderbijlpark Campus and
207 students were from the Potchefstroom Campus. The Schutte Emotional Intelligence Scale,
Life Orientation Test Revised, Satisfaction with Life Scale, and the General Perceived Self-
Efficacy Scale were administered. Descriptive and inferential statistics were used to analyse the
statistical data.
The results obtained from the SEIS proved this measuring instrument to be valid and reliable.
By using the multiple linear regression analysis approach, a six dimensional factor structure for
emotional intelligence among students emerged, which supported earlier conceptions in this
regard.
The results showed that Interpersonal factors consisted of Positive Affect, Emotions-Others,
Happy Emotions, Emotions-Own, Non-Verbal Emotions and Emotional Control. Intrapersonal
factors consisted of Self-Efficacy, Life Satisfaction and Optimism.
Self-efficacy, Life satisfaction, Optimism, Pessimism, Positive Affect, Emotion-Others, Happy
Emotions, Emotion-Own, Non-Verbal Emotions and Emotional Control, predict 16% of the
variance in Academic Performance. Significant predictors of Academic Performance are Life
Satisfaction, Optimism, Pessimism and Emotions-Others.
A second order factor analysis was done on the factors of the SEIS, LOT-R, GPSES, and the
SWLS. Two factors were extracted explaining 50,95% of the variance. These factors were
called Interpersonal Factors and Intrapersonal Factors. On the Intrapersonal Factor, the
following factors loaded: Emotions-Others, Happy Emotions, Emotions-Own and Non-Verbal
Emotions. Self-Efficacy, Life Satisfaction and Optimism, Positive Affect and Emotional Control
loaded on the Interpersonal Factor. It is evident from the above that psychological well-being
consisted out of two dimensions namely Interpersonal and Intrapersonal aspects.
Positive Affect is significantly positively related (large effect) to Optimism and Self-Efficacy
and significantly positive related (medium effect) to Emotions-Others, Happy Emotions,
Emotions-Own, Non-Verbal Emotions and Emotional Control. Emotions-Others is significantly
positively related (medium effect) to Happy Emotions, Emotions-Own and Self-Efficacy. Happy
Emotions is significantly positively related (medium effect) to Emotions-Own, Non-Verbal
Emotions, Emotional Control, Optimism and Self-Efficacy. Emotions-Own is significantly
positively related (medium effect) to Non-verbal Emotions, Emotional Control, Optimism and
Self-Efficacy. Non-verbal Emotions significantly positively related (medium effect) to
Emotional Control and Self-Efficacy.
Emotional Control significantly positively related (large effect) to Self-Efficacy and significantly
positively related (medium effect) to Optimism and Life Satisfaction. Optimism significantly
positively related (medium effect) to Life Satisfaction and Self-Efficacy.
Pessimism is significantly negatively related (medium effect) to Life Satisfaction and Self-
Efficacy. Life satisfaction is significantly positively related (medium effect) to Self-Efficacy and
Academic Performance.
Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/1056 |
| Date | January 2005 |
| Creators | Van der Merwe, Nadia |
| Publisher | North-West University |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0021 seconds