The Interplay of Emotional Intelligence, Socio-Economic Background, and Academic Performance in Kosovo Students

Session

Psychology

Description

This study explores the levels of Emotional Intelligence (EI) and its relationship with Socio-Economic Status (SES) and Academic Achievement (AA) among undergraduate students. While prior research has shown a fundamental link between EI and certain SES factors, there is limited understanding of how a broader range of SES variables might impact students' EI. Furthermore, in the specific cultural context of Kosovo, the relationships among EI, SES, and AA remain unclear. The study involved 165 undergraduates from three academic fields—Psychology, English Language, and Medical Studies—at the University for Business and Technology (UBT) in Prishtina, Kosovo. To measure EI, the researchers used the WLEIS scale, while AA was assessed using self-reported overall grade point average (GPA), and SES was measured through a questionnaire. The results showed significant differences in EI levels between students of different study domains, academic years, and family backgrounds, as well as between students with and without learning differences. However, no significant correlation was found between academic achievement and EI levels. These findings offer valuable insights for developing educational strategies to enhance EI among undergraduate students.

Keywords:

Emotional intelligence, academic achievement, socio-economic status, undergraduates, study domains

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-982-15-3

Location

UBT Kampus, Lipjan

Start Date

25-10-2024 9:00 AM

End Date

27-10-2024 6:00 PM

DOI

10.33107/ubt-ic.2024.145

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Oct 25th, 9:00 AM Oct 27th, 6:00 PM

The Interplay of Emotional Intelligence, Socio-Economic Background, and Academic Performance in Kosovo Students

UBT Kampus, Lipjan

This study explores the levels of Emotional Intelligence (EI) and its relationship with Socio-Economic Status (SES) and Academic Achievement (AA) among undergraduate students. While prior research has shown a fundamental link between EI and certain SES factors, there is limited understanding of how a broader range of SES variables might impact students' EI. Furthermore, in the specific cultural context of Kosovo, the relationships among EI, SES, and AA remain unclear. The study involved 165 undergraduates from three academic fields—Psychology, English Language, and Medical Studies—at the University for Business and Technology (UBT) in Prishtina, Kosovo. To measure EI, the researchers used the WLEIS scale, while AA was assessed using self-reported overall grade point average (GPA), and SES was measured through a questionnaire. The results showed significant differences in EI levels between students of different study domains, academic years, and family backgrounds, as well as between students with and without learning differences. However, no significant correlation was found between academic achievement and EI levels. These findings offer valuable insights for developing educational strategies to enhance EI among undergraduate students.