ISSN: 2222-6990
Open access
University students in Malaysia are constantly confronted with several emotional challenges in coping with their academic performance. Academic performance has always been a concern to educational psychologists as they aim to investigate factors that contribute to academic success. However, there are inconsistency on the findings on the influence of emotional intelligence (EI) and parental involvement towards academic performance. Therefore, this study investigated the relationship between E I, parental involvement and academic achievement of 124 university students who aged from 18 to 25 years from Kuala Lumpur and Selangor who completed the online self-report questionnaires. A 33-items Schutte Self Report Emotional Intelligence Test (SSEIT) and 42-items Perceptions of Parents Scale (POPS) scale were used in current research. The results reported that there is a significant positive correlation between EI, parental involvement and academic performance. The EI and parental involvement were both appeared to be a strong predictor towards academic performance. Current research implications suggesting the curriculum management of each institution should have organize seminars and workshops relating to EI as well as promoting the active participation of parents in student’s academic. The findings concluded that the good performance of student’s academic requires EI skills and the active participation of parents.
Ali, A. (2020). Emotional intelligence and academic achievement of university students. Pakistan Journal of Education, 36(3), 71-92. file:///C:/Users/User/Downloads/687-3007-2-PB.pdf
Altwijri, S., Alotaibi, A., Alsaeed, M., Alsalim, A., Alatiq, A., Al-Sarheed, S., Agha, S., & Omair, A. (2021). Emotional intelligence and its association with academic success and performance in medical students. Saudi Journal of Medicine & Medical Sciences, 9(1), 31–37. https://doi.org/10.4103/sjmms.sjmms_375_19?
Amponsah, M. O., Milledzi, E. Y., Ampofo, E. T., & Gyambrah, M. (2018). Relationship between parental involvement and academic performance of senior high school students: The case of Ashanti Mampong Municipality of Ghana. American Journal of Educational Research, 6(1), 1-8. https://doi.org/10.12691/education-6-1-1
Archer, L. A., & Gong, M. (2021). Emotional intelligence in educational leadership doctoral students: Measuring the association between gender and age. International Journal of Multidisciplinary Perspectives in Higher Education, 6(1), 78-101. https://www.ojed.org/index.php/jimphe/article/view/3416/1487
Assefa, A., & Sintayehu, B. (2019). Relationship between parental involvement and students' academic achievement in model primary and secondary school of Haramaya University, East Hararghe Zone, Oromia Regional State, Ethiopia. International Journal of Education and Literacy Studies, 7(2), 46-56.
https://doi.org/10.7575/aiac.ijels.v.7n.2p.46
Bedford, O., & Yeh, K.-H. (2019). The history and the future of the psychology of filial piety: Chinese norms to contextualized personality construct. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00100
Nutley, B. S., & Söderqvist, S. (2017). How is working memory training likely to influence academic performance? Current evidence and methodological considerations. Frontiers in Psychology, 8, 69.
https://doi.org/10.3389/fpsyg.2017.00069
Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30. http://dx.doi.org/10.1016/j.edurev.2018.02.001
Byrne, D., & Paseka, A. (2019). Parental involvement across European Education Systems. Parental Involvement Across European Education Systems, 191–200. https://doi.org/10.4324/9781351066341-15
Choi, Y., Kim, Y. S., Kim, S. Y., & Park, I. J. (2013). Is Asian American parenting controlling and harsh? empirical testing of relationships between Korean American and Western parenting measures. Asian American Journal of Psychology, 4(1), 19–29. https://doi.org/10.1037/a0031220
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences, (2nd ed). Erlbaum.
Drigas, A. S., & Papoutsi, C. (2018). A new layered model on emotional intelligence. Behavioral Sciences, 8(5), 45. https://doi.org/10.3390/bs8050045
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. Sustainability, 13(4), 1721. https://doi.org/10.3390/su13041721
Farooq, M., & Asim, I. (2020). Parental involvement as predictor for self-regulated learning and academic achievement of students at secondary school level. Journal of Educational Sciences & Research, 7(1), 14-32.
https://jesar.su.edu.pk/uploads/journals/Article_23.pdf
Fu, A. S., & Markus, H. R. (2014). My mother and me. Personality and Social Psychology Bulletin, 40(6), 739–749. https://doi.org/10.1177/0146167214524992
Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. Parenting and children’s internalization of values: A handbook of contemporary theory, 135-161.
https://selfdeterminationtheory.org/wp-content/uploads/2020/10/1997_GrolnickDeciRyan.pdf
Helal, S., Li, J., Liu, L., Ebrahimie, E., Dawson, S., & Murray, D. J. (2019). Identifying key factors of student academic performance by subgroup discovery. International Journal of Data Science and Analytics, 7(3), 227-245. https://doi.org/10.1007/s41060-018-0141-y
Hussain, B., Khurshid, K., & Amin, R. (2018). Perceptions of students about home-based and school-based parental involvement at secondary school level. Journal of Educational Research, 21(2), 1-12. http://jer.iub.edu.pk/journals/JER-Vol-21.No-2/1.pdf
Ismail, A. O., Mahmood, A. K., & Abdelmaboud, A. (2018). Factors influencing academic performance of students in blended and traditional domains. International Journal of Emerging Technologies in Learning, 13(2). https://doi.org/10.3991/ijet.v13i02.8031
Kapur, R. (2018). Factors influencing the students academic performance in secondary schools in India. Factors Influencing the Student’s Academic Performance in Secondary Schools in India, 1, 25. https://www.researchgate.net/profile/Radhika-Kapur-2/publication/324819919_Factors_Influencing_the_Students_Academic_Performance_in_Secondary_Schools_in_India/links/5ae42185458515760abe8912/Factors-Influencing-the-Students-Academic-Performance-in-Secondary-Schools-in-India.pdf
Kaviyarasi, R., & Balasubramanian, T. (2018). Exploring the high potential factors that affects students’ academic performance. International Journal of Education and Management Engineering, 8(6), 15-23. https://doi.org/10.5815/ijeme.2018.06.02
Liu, J., McMahon, M., & Watson, M. (2015). Parental influence on child career development in Mainland China: A qualitative study. The Career Development Quarterly, 63(1), 74–87. https://doi.org/10.1002/j.2161-0045.2015.00096.x
Livin?i, R., & Iliescu, D. (2019). Investigation of the psychometric properties of the perceived parental autonomy support scale in the southeastern european context. Current Psychology, 1-13. https://doi.org/10.1007/s12144-019-00317-7
Lui, P. P., & Rollock, D. (2013). Tiger mother: Popular and psychological scientific perspectives on Asian culture and parenting.?American Journal of Orthopsychiatry, 83(4), 450–456. https://doi.org/10.111/ajop.12043
MacCann, C., Jiang, Y., Brown, L. E., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150. https://doi.org/10.1037/bul0000219
Musonda, A., Shumba, O., & Tailoka, F. P. (2019). Validation of the Schutte self report emotional intelligence scale in a Zambian context. European Journal of Psychology and Educational Research, 2(2), 31-41. https://doi.org/10.12973/ejper.2.2.31
Naite, I. (2021). Impact of Parental Involvement on Children’s Academic Performance at Crescent International School, Bangkok, Thailand. In IOP Conference Series: Earth and Environmental Science, 690(1). https://doi.org/10.1088/1755-1315/690/1/012064
Nesayan, A., Amani, M., & Asadi Gandomani, R. (2019). Cognitive profile of children and its relationship with academic performance. Basic and clinical neuroscience, 10(2), 165–174. https://doi.org/10.32598/bcn.9.10.230
Omar, R., Ahmad, N. A., Hassan, S. A., & Roslan, S. (2017). Parental involvement and achievement motivation: Association with students’ achievement in vocational colleges, Malaysia. International Journal of Academic Research in Business and Social Sciences, 7(4), 11-24. http://dx.doi.org/10.6007/IJARBSS/v7-i13/3648
Otto, B., & Karbach, J. (2020). Parental involvement. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.946
Peng, P., & Kievit, R. A. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15-20. https://doi.org/10.1111/cdep.12352
Ranasinghe, P., Wathurapatha, W. S., Mathangasinghe, Y., & Ponnamperuma, G. (2017). Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates. BMC medical education, 17(1), 1-7.
https://doi.org/10.1186/s12909-017-0884-5
Reddy, K. J., Menon, K. R., & Thattil, A. (2018). Academic stress and its sources among university students. Biomedical and Pharmacology Journal, 11(1), 531-537. https://dx.doi.org/10.13005/bpj/1404Tepper, R. J., & Yourstone, S. A. (2018). Beyond ACT & GPA: Self-efficacy as a non-cognitive predictor of academic success. International Journal of Accounting & Information Management, 26(1), 171-186. https://doi.org/10.1108/IJAIM-05-2017-0060
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. https://static1.squarespace.com/static/5c96d4ec0cf57d91390bd370/t/5cae46c1ec212dac4006d7d4/1554925256116/SDTandintmotive+%281%29.pdf
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and individual differences, 25(2), 167-177. https://doi.org/10.1016/S0191-8869(98)00001-4
Singh, M., & Mahajan, P. (2021). PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT: A STUDY ON SENIOR SECONDARY STUDENTS. UGC Care Listed Journal. 8(29), 122-129. https://www.researchgate.net/profile/Preeti-Mahajan-2/publication/351049177_PARENTAL_INVOLVEMENT_AND_ACADEMIC_ACHIEVEMENT_A_STUDY_ON_SENIOR_SECONDARY_STUDENTS/links/608126db8ea909241e16e3e3/PARENTAL-INVOLVEMENT-AND-ACADEMIC-ACHIEVEMENT-A-STUDY-ON-SENIOR-SECONDARY-STUDENTS.pdf
Suleman, Q., Hussain, I., Syed, M. A., Parveen, R., Lodhi, I. S., & Mahmood, Z. (2019). Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in KUST, Pakistan. PLoS One, 14(7), 1-22. https://doi.org/10.1371/journal.pone.0219468
Tepper, R. J., & Yourstone, S. A. (2018). Beyond ACT & GPA: Self-efficacy as a non-cognitive predictor of academic success. International Journal of Accounting & Information Management, 26(1), 171-186. https://doi.org/10.1108/IJAIM-05-2017-0060
Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40-48.
https://doi.org/10.1016/j.lindif.2017.03.001
Tyagi, G., & Gautam, A. (2017). An impact of emotional intelligence on the academic achievement of the student: A case study on students of career point university. International Journal of Advanced Scientific Research and Management, 2(7), 88-93. http://ijasrm.com/wp-content/uploads/2017/07/ijasrm_V2S7_298_88_93.pdf
Wang, H., & Cai, T. (2017). Parental involvement, adolescents' self?determined learning and academic achievement in urban China. International Journal of Psychology, 52(1), 58-66. https://doi.org/10.1002/ijop.12188
Zhoc, K. C., King, R. B., Chung, T. S., & Chen, J. (2020). Emotionally intelligent students are more engaged and successful: Examining the role of emotional intelligence in higher education. European Journal of Psychology of Education, 35(4), 839-863. https://doi.org/10.1007/s10212-019-00458-0=
In-Text Citation: (Yee Von et al., 2022)
To Cite this Article: Yee Von, C., Zhooriyati, S. M., & Chuan, H. M. (2022). The Relationship Between Emotional Intelligence (EI), Parental Involvement and Academic Performance among University Students in Kuala Lumpur and Selangor. International Journal of Academic Research in Business and Social Sciences, 12(5), 565 – 577.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode