SAJMR
Spectrum: A Journal of Multidisciplinary Research
Vol. 4 Issue 5, May 2015, ISSN 2278-0637, pp. 49-64
ASSESSING THE RELATIONSHIP BETWEEN EMOTIONAL
INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ENGLISH
LANGUAGE LESSON OF HIGH SCHOOL STUDENTS IN ISFAHAN
CITY
HOSSEIN MOLAIE*, SAKINEH
POURLOR**, ALIAKBAR PIRZAD***
*Department of curriculum planning, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
**Principal of Shahid Ashrafi Esfahani school , Rey 2 district , Isfahan , Iran
*** Instructor of college of basic science, Yadegar-e-imam khomaini(RAH)Rey branch Islamic Azad university,
Isfahan, Iran
Department of Educational sciences, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
And Instructor of Payam-e-Nour University , Centre of Parand-Robat Karim
Pinnacle Research Journals
http://www.prj.co.in
1
Abstract
The aim of this study is examining the impact of emotional intelligence on students' academic
achievement in English course. Statistical population of study is consisting of all junior high
school students in Isfahan. In this study, 400 junior high school students were selected from four
regions of Isfahan by stage cluster sampling. All subjects completed questionnaire of emotional
intelligence, which has been designed by Shot. Index of academic achievement was mean scores
of English course in the first and second semester of academic year. Data analyzed by Pearson's
correlation coefficient, regression, independent T test, and one way variance analysis (ANOVA).
The results indicate that, there is significant relationship between emotional intelligence and
academic achievement of students' English language course. Also significant relationship was
found between components of emotional intelligence, means as; emotion regulation, emotion
appraisal, social skills, and emotion application with the academic achievement of English
language lessons, which respectively are (R = 0/25, R = 0/25, R = 0/20, R = 0/16). Also
emotional intelligence score was different in boys and girls, but this difference was not
statistically significant. In addition, score differences' of English lesson between boys and girls
was significant, in a way that, mean score of English language course among female students
was higher than male students. Further obtained findings indicate that, emotional intelligence
scores of third grade in both genders was higher than first and second grade.
Keywords: emotional
Achievement
intelligence,
components
of
emotional
Intelligence,
academic