ACADEMIC SELF-CONCEPT AND EMOTIONAL INTELLIGENCE AS PREDICTORS OF ACADEMIC ACHIEVEMENT AMONG ADOLESCENTS

Abstract

The purpose of the study was to empirically examine the relationship of academic self-concept and emotional intelligence as predictors of academic achievement among adolescents. A convenient sample of 250 adolescents (n = 125 male and n = 125 female) in age ranging 13-15 years were selected from different educational institutions of Rawalpindi and Islamabad (Pakistan). In order to achieve the objectives of the study two instruments i.e.; the Academic Self-Concept Scale (Ahmad & Haque, 1997) and Emotional Intelligence Quotient Inventory (Baron, 1997) were used. In addition, a demographic sheet was used which comprised of personal information i.e.; gender, SES and age. The study consisted of two phases i.e.; pilot study and main study. Statistical analysis of the main study revealed a significant positive correlation among academic self-concept, emotional intelligence, its subscales and academic achievement in adolescents. All the analyses were done with respect to the subscales as well. Overall there was not shown mean differences between males and females. Simple linear regression suggested that Academic Self-Concept scale and Emotional Intelligence positively contribute to Academic Achievement. With respect to SES adolescents from high SES displayed significantly high correlation with ASC and EI whereas adolescents belonging to middle class and low SES showed somewhat different results. In some of the results on SES middle class showed low correlation and on some of them adolescents from low SES showed low correlation with ASC and EI.