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Effect of Emotional Intelligence and Self-concept on Academic Performance: A Systematic Review of Cross-Cultural Research

Author

Listed:
  • Zartashia Kynat Javaid

    (Lecturer, Department of Applied Psychology, Government College University Faisalabad, Pakistan)

  • Muhammad Mubashar

    (BS Applied Psychology, Government College University/DHMS, Al-Sehat Homeopathic Medical College, Faisalabad, Pakistan)

  • Dr. Khalid Mahmood

    (Associate Professor, Department of Applied Psychology, Government College University Faisalabad, Pakistan)

  • Alina Noor

    (BS Scholar of Applied Psychology, Government College University Faisalabad, Pakistan)

  • Nida Javed

    (BS Scholar of Applied Psychology, Government College University Faisalabad, Pakistan)

  • Kalsoom Akhtar

    (BS Scholar of Applied Psychology, Government College University Faisalabad, Pakistan)

  • Amara Liaqat Ali

    (PhD Scholar, School of Applied Psychology, University Utara Malaysia)

Abstract

The current study explores the role of emotional intelligence and self-concept in construction of academic performance between students over different countries. The purpose of this study is to investigate that which method or instruments are used to collect and analyze the data also age range of the samples. Further, in this research we also analyzed the nature of constructs. Systematic review on 15 studies is included. This review has analyzed how relationship between emotional intelligence, academic performance and self-concept is measured, which research designs are used and what is concluded from these studies. Findings have revealed that in most studies self-concept and emotional intelligence is used as independent variable whereas academic performance is used as dependent variable. Mostly MSCIT, TMMS-24 and Self-concept scale were used in studies. Quantitative research design was employed in most of studies. The studies revealed that emotional intelligence and self-concept has a great influence on academic performance of students. Females have better academic self-concept and emotional intelligence (EI) as compared to males. But males show more emotional clarity and repair as compared to women. Improving self-concept and EI, academic stress in students can be modified. By enhancing academic performance, self- concept can also be enhanced. Moreover, self-concept of students is also influenced by any type of disabilities such as motor disability or giftedness. As the students with such disabilities show unique performance in academics. This research is beneficial for understanding the effect of emotional intelligence and self-concept on academic performance.

Suggested Citation

  • Zartashia Kynat Javaid & Muhammad Mubashar & Dr. Khalid Mahmood & Alina Noor & Nida Javed & Kalsoom Akhtar & Amara Liaqat Ali, 2024. "Effect of Emotional Intelligence and Self-concept on Academic Performance: A Systematic Review of Cross-Cultural Research," Bulletin of Business and Economics (BBE), Research Foundation for Humanity (RFH), vol. 13(2), pages 189-199.
    • Handle: RePEc:rfh:bbejor:v:13:y:2024:i:2:p:189-199
    DOI: https://doi.org/10.61506/01.00315
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    References listed on IDEAS

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    1. Birte Snilstveit & Sandy Oliver & Martina Vojtkova, 2012. "Narrative approaches to systematic review and synthesis of evidence for international development policy and practice," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 4(3), pages 409-429, September.
    2. Ana María Casino-García & María José Llopis-Bueno & Lucía Inmaculada Llinares-Insa, 2021. "Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students," IJERPH, MDPI, vol. 18(3), pages 1-23, January.
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