Emotional Intelligence and Academic Achievement: A Comparative, Gender-Based Study of Undergraduate English Language Learners in Saudi Arabia

Abstract

There are divergent evidences regarding general levels and differences of Emotional Intelligence (EI) in males and females. The present study aimed at investigating the effects of EI on academic achievement of male and female English language undergraduates in Saudi Arabia. Data were collected from 100 male and 100 female students through Emotional Quotient Inventory (EQ-I, 125). The responses were compared with their performance in English language tests. It was found that higher EI levels of female undergraduates had positive impact on their performance in English language tests. Females also scored better in EI constructs: intrapersonal, interpersonal, stress management and general good. However, adaptation was not significant in both genders. Results demonstrate a trend of social and educational change in Saudi Arabia as female students are performing better compared to their male counterparts. Accordingly, if EI skills are strengthened and enhanced in students of both genders, they may potentially display better levels of personal and academic achievements.

Keywords: Emotional Intelligence, English language, academic achievement, gender