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Background <p>Emotional intelligence (EI) plays a vital role in shaping students’ academic performance (AP). However, evidence from public universities in Bangladesh remains limited. This study investigated the predictors of EI and its relationship with AP among university students.</p> Methods <p>A cross-sectional study was conducted among 330 students recruited using convenience sampling. Emotional Intelligence was measured using the Bangla-adapted Emotional Intelligence Scale (EIS), and Academic Performance was assessed through self-reported CGPA. Descriptive statistics, chi-square tests, and ordinal logistic regression analyses were performed.</p> Results <p>Among participants, 63.6% had moderate EI, 23.6% high EI, and 12.7% low EI. Family income was the only significant independent predictor of EI. Students from high-income families (&gt; 21,500 BDT) were more likely to report higher EI compared to those from low-income families (OR = 6.42, 95% CI 2.28–18.06, <i>p</i> &lt; .001). Emotional Intelligence significantly predicted Academic Performance (OR = 1.005, 95% CI 1.001–1.009, <i>p</i> = .010), indicating a small but positive association.</p> Conclusion <p>Emotional Intelligence is associated with Academic Performance among public university students in Bangladesh, and socioeconomic status plays an important role in EI levels. Interventions aimed at strengthening emotional competencies may contribute to improved academic outcomes.</p>

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Predictors of emotional intelligence and its association with academic performance among university students in Bangladesh

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月15日

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  • Tafajjal Islam,
  • Sadeka Banu,
  • Al Mahmud

摘要

Background

Emotional intelligence (EI) plays a vital role in shaping students’ academic performance (AP). However, evidence from public universities in Bangladesh remains limited. This study investigated the predictors of EI and its relationship with AP among university students.

Methods

A cross-sectional study was conducted among 330 students recruited using convenience sampling. Emotional Intelligence was measured using the Bangla-adapted Emotional Intelligence Scale (EIS), and Academic Performance was assessed through self-reported CGPA. Descriptive statistics, chi-square tests, and ordinal logistic regression analyses were performed.

Results

Among participants, 63.6% had moderate EI, 23.6% high EI, and 12.7% low EI. Family income was the only significant independent predictor of EI. Students from high-income families (> 21,500 BDT) were more likely to report higher EI compared to those from low-income families (OR = 6.42, 95% CI 2.28–18.06, p < .001). Emotional Intelligence significantly predicted Academic Performance (OR = 1.005, 95% CI 1.001–1.009, p = .010), indicating a small but positive association.

Conclusion

Emotional Intelligence is associated with Academic Performance among public university students in Bangladesh, and socioeconomic status plays an important role in EI levels. Interventions aimed at strengthening emotional competencies may contribute to improved academic outcomes.