ArticleFrontiers in psychology2022
Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students' academic success?
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Investigating the relationship between electronic learning and emotional and cultural intelligence of 2021-2022 incoming nursing students at Shiraz University of Medical Sciences.BMC medical education · 2024Article
- Exploring the interplay of emotional intelligence, psychological resilience, perceived stress, and life satisfaction: A cross-sectional study in the Turkish context.BMC psychology · 2024Article
- Greater social jetlag predicts poorer NIH Toolbox crystallized cognitive and academic performance in the Adolescent Brain Cognitive Development (ABCD) study.Chronobiology international · 2024Article
- Association of Physiological Performance, Physical Fitness, and Academic Achievement in Secondary School Students.Children (Basel, Switzerland) · 2024Article
- Article
- Emotions and reading: When reading is the best way to improve skills in adolescents.Frontiers in psychology · 2023Article
- Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model.Frontiers in psychology · 2023Article
- Economic, social, and cultural capital and ESQ in academic achievement: A comparison of Afghan and Iranian students.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The primary aim of this study was to determine the role of psychometric intelligence (IQ), emotional intelligence (EQ), and emo-sensory intelligence (ESQ) in university students' academic achievement. To this end, 212 university students at different academic levels, composed of 154 females and 58 males, were asked to complete the Raven's Progressive Matrices, the Bar-On Emotional Quotient Inventory, and the Emo-Sensory Intelligence Scale. Data were then matched with students' Grade Point Averages as a measure of their academic achievement. The results revealed that students' level of IQ and EQ could positively predict their academic achievement. In the case of their ESQ level, its auditory sub-component was found to be a positive predictor of academic success. Results were discussed, and possible implications and applications for increasing students' chances for success were presented.
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