ACADEMIC EXCELLENCE AND EMOTIONAL INTELLIGENCE
EMOTIONAL INTELLIGENCE AN ASPECT OF ACADEMIC INTELLIGENCE AND ACHIEVEMENT IN LIFE
Academic intelligence has most of the times in our society being measured and valued with respect to examination. One can term intelligence as the ability to learn and comprehend. Our measure of who is intelligent depends more on giving expected and appropriate answers rather than showing any initiative or creative spark, this is probably the reason for the clutch of third class degrees accumulated by such luminaries as Michael Morpurgo, W. H. Auden and Carol Vorderman.
The problem of measuring intelligence per exam is that it is an inadequate guide to human capability, and that many of the ways we use to measure working intelligence are woefully inadequate. Surely those we should be seeking to identify and nurture are students with the capacity of effective or applied intelligence, those who can do something with what knowledge and skills they acquire? Too many ‘intelligent’ students, often bored by conventional learning, slip through the net. Others just think differently to the straitjacket dictated by ‘one size fits all’ exams. Exams are important and they always will be. Good, demanding qualifications open doors to higher study and to fulfilling lives - so of course we back the government’s drive to raise standards and encourage success in them. But, broader, deeper learning rather than exam results in isolation should be the goal. In this article we are looking at one kind of intelligence that affects the total academic intelligence of a student.
Emotional intelligence is a concept first introduced by Meyer and Maludy in the early 1990s. This element is a set of linked cognitive and emotional abilities. This cognitive structure has four components: emotional self-assessment, self-expression assessment, identification of others’ emotions for emotional self-regulation, and the use of emotion to facilitate performance .The findings of a study indicated that emotional intelligence had twice the power of cognitive intelligence to predict academic achievement explanation. In a study conducted, a positive relationship was reported between emotional intelligence and academic motivation, and students with high, medium and low motivation had significantly different emotional intelligence. On the other hand, people with high emotional intelligence are those who are capable of adapting to situations of life and use effective coping skills while facing problems. Therefore, it can be said that they own the element of self-efficacy. Self-efficacy is one of the social cognitive factors discussed in Albert Bandura’s theory. Bandura has defined self-efficacy as one’s belief in one’s ability to succeed at tasks. Moreover, a renowned researcher Mathew Lynch highlighted on the four dimensions of emotional intelligence for students. But this article combines both the school of thought of Meyer and Maludy and the latter.
Let not forget that, Emotional intelligence is different from general or common intelligence. It’s the ability of an individual to monitor their own emotions, to monitor the emotions of others, to understand the differences between them, and to use all of this information in order to guide their actions. This is about accurately understanding the emotions of one self and others, as well as expressing emotions in a way that’s accessible. A high level of emotional intelligence is an essential aspect of learning. The ability to develop the skill of emotional understanding is a driver not only in the realm of relationships but also in the realm of education. The following four dimensions of emotional intelligence can help teachers and administrators to better understand and support student learning.
Understanding
This is the foundation of emotional intelligence, understanding one’s own emotions. Understanding is the beginning point of any emotional process and in fact of any endeavor at all. In order for students to be able to focus on their academic work, they have to be able to see where their emotions even are. Often students don’t have the self-awareness to know what they’re feeling, and don’t see the drivers of their actions. It takes time and practice to take apart the emotions and to learn to make sense of what one is feeling, particularly during adolescence when emotional lives are especially complex. This first step of understanding their own emotions is what allows all of the other dimensions to be built upon. Discerning what they’re feeling steps them onto the right path for emotional growth and development, which will lead to better behavior, more focus, and better academic outcomes. Students have to learn that emotions come and go like the waves of the ocean, and that they can observe this ebb and flow just by stepping back from it. This dimension is what Meyer and Maludy describes as the emotional self-assessment.
Management
The next dimension is also referred to as self-expression assessment, a much more difficult one to come to terms with, particularly for students who have never had the skill of emotional management fostered. Research findings have also shown that stress management failure and increased ineffective anxiety and stress are direct results of low self-efficacy. The ability to manage emotions is essential for classroom success, where students must learn how to interact reasonably within the academic environment while focusing on learning. Students with low emotional control react in a negative toward proposed changes, as they are not equipped to deal effectively with emotionally stressful events, like testing or projects. On the other hand, students who are able to effectively manage their emotions tend to be optimistic and to take the initiative, reframing their understanding of stressful events as exciting.
Empathy
Perhaps the key to happiness and to lifelong success is understanding others’ emotions, or empathy. The application of empathy in the educational environment is tremendous. Empathy or identification of others’ emotions for emotional self-regulation extends to an understanding of history and literature, music and art, and even science and math. This is particularly applicable for students who come from a disadvantaged background, and need to learn the skill of empathy in order to become emotionally driven toward success. The ability to understand other people’s emotions, persuasions, motivation, conflict resolution mechanisms, and reasons for cooperation are probably the skills most essential for success in education and in the life that will come beyond the classroom.
Relationship
Emotional elements are the driving forces behind so much of the modern educational environment, and the role of relationships should be considered when creating policies, process and procedures within the school environment. Relationship building enables schools to boost their performance and is essential to making schools work. The positive reinforcement of an emotionally intelligent environment enhances the school environment, helping students to find not only academic success, but also life success outside of the classroom.
Why is Emotional Intelligence so important
The question probably going through someone’s mind is why is emotional intelligence so important? As we know, it’s not the smartest people that are the most successful or the most fulfilled in life. You probably know people who are academically brilliant and yet are socially inept and unsuccessful at work or in their personal relationships. Intellectual intelligence (IQ) isn’t enough on its own to be successful in life. Yes, your IQ can help you get into college, but it’s your emotional intelligence (EQ) that will help you manage the stress and emotions when facing your final exams. IQ and EQ exist in tandem and are most effective when they both are elevated and building off one another. Emotional intelligence affects:
Your performance at school or work
Emotional intelligence can help you navigate the social complexities of the workplace, lead and motivate others, and excel in your career. In fact, when it comes to gauging important job candidates, many companies now view emotional intelligence as being as important as technical ability and use EQ testing before hiring.
Your physical health
If you're unable to manage your emotions, you probably are not managing your stress either. This can lead to serious health problems. Uncontrolled stress can raise blood pressure, suppress the immune system, increase the risk of heart attack and stroke, contribute to infertility, and speed up the aging process. The first step to improving emotional intelligence is to learn how to relieve stress.
Your mental health
Uncontrolled emotions and stress can also impact your mental health, making you vulnerable to anxiety and depression. If you are unable to understand, be comfortable with, and manage your emotions, you'll be at risk of being unable to form strong relationships which can leave you feeling lonely and isolated.
Your relationships
By understanding your emotions and how to control them, you're better able to express how you feel and understand how others are feeling. This allows you to communicate more effectively and forge stronger relationships, both at school and in your personal life.
While it is commonly believed that intelligence is innate and can’t be increased, research on emotional and social intelligence suggests that there are underlying emotional and social skills that can be developed. Just as you can increase your vocabulary and general knowledge through education, you can also work to improve emotional skills and social skills/abilities. Studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement.
Closing the chapter of this article, my final notes are that, a person with high emotional intelligence can necessarily control his emotions and deal with problems favorably. Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops.
Felix Armooh-Biney
Blog: https://mynewantidote.blogspot.com
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Email : antidotefelix@gmail.com
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Goleman, D. (1998). Working With Emotional Intelligence. New York: Bantam.
The New Psychology of Success
by Carol S. Dweck
The four dimensions of emotional intelligence for students by Matthew Lynch : September 4, 2016
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