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Impact of Emotional Intelligence on Academic Performance among Young Adults: Moderating Role of Parenting Style

Author

Listed:
  • Sidra Ahsen

    (Institute of Southern Punjab, Multan, Pakistan)

  • Hafiz Muhammad Hassaan

    (Institute of Southern Punjab, Multan, Pakistan)

  • Haleema Amna

    (Institute of Southern Punjab, Multan, Pakistan)

Abstract

This study aims to check the relationship among emotional intelligence and academic performance in parenting practices young adults. Data of this study was gathered from self-report using a design of a cross-sectional analysis and an online survey. Two hundred young adults are counted in the sampling technique. The age, sex, and household of these adults are taken under the demographics section. The spss-23 used to analyses the data findings. The study results show a good correlation between parenting style, academic achievement, and emotional intelligence. The findings also suggest that academic success is significantly predicted by emotional intelligence. Additionally, the study examines and contrasts academic achievement, parenting techniques, and emotional intelligence in an adult joint family structure. The results suggest a significant connection amongst academic achievement and emotional intelligence. On the other hand, joint families all follow the same standard of parenting. The study also concerned how parenting practices influenced academic achievement and dynamic intelligence strategies. The trend towards sadism can be predicted by emotional intelligence and parenting style. In conclusion, this study's findings provide new insight into how parental approach, academic success, and adult EQ interact.

Suggested Citation

  • Sidra Ahsen & Hafiz Muhammad Hassaan & Haleema Amna, 2023. "Impact of Emotional Intelligence on Academic Performance among Young Adults: Moderating Role of Parenting Style," Journal of Policy Research (JPR), Research Foundation for Humanity (RFH), vol. 9(1), pages 345-355, March.
    • Handle: RePEc:rfh:jprjor:v:9:y:2023:i:1:p:345-355
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