The Role of Emotional Intelligence in Predicting Students' Academic Achievement in Online Learning

Abstract

The study investigates the relationship between Emotional Intelligence (EI) and
academic success amidst the COVID-19 pandemic's shift to online learning. Using a
correlational research design, the study measures five EI components (selfa w a r e n e s s , s e lf-m a n a g e m e n t , m o t i v a t i o n , e m p a t h y , a n d r e la t i o n s h i p
management) and students' GPA during online learning. Findings reveal a
significant positive correlation between EI and academic achievement. Notably,
Relationship Management demonstrates the highest correlation with GPA,
followed by empathy, self-awareness, and motivation, with self-management
showing the least correlation. Regression analysis confirms self-awareness,
empathy, and relationship management as robust predictors of GPA, while
motivation and self-management lack statistical significance. This research
contributes to bridging gaps in existing literature by exploring EI's predictive role
in academic success within the pandemic-induced online learning context. The
insights generated offer valuable implications for enhancing academic outcomes
in online learning environments, guiding future strategies to optimize educational
practices during and beyond the pandemic's challenges.