Student achievement in college is dependent upon adapting and coping with the changes that the first year college experience presents. The development or enhancement of emotional intelligence skills has the potential to impact many areas of life including academic, personal, and professional arenas. Interpersonal skills, leadership skills, self-management skills, and intrapersonal skills are competency areas which are examined by the Emotional Skills Assessment Process (ESAP). The study examined the role of emotional intelligence skills in the academic achievement of an associate’s degree. The subjects of this study included students at a select south Texas college which enrolled in the college success course. The population is 96.5% Hispanic, .5% White Non-Hispanic, and 3% other. Each participant completed an Emotional Skills Assessment Process Form A or Form B (ESAP-A or ESAP-B) as part of the curriculum of the college success course. Variables that were considered in this study included emotional intelligence skills assessed in the ESAP including: assertion, aggression, change orientation, commitment ethic, decision making, deference, drive strength, empathy, positive influence, self-esteem, social awareness, stress management, and time management. Descriptive statistics and correlational coefficients were used to examine the relationship between emotional intelligence skills and academic achievement of an associate’s degree. The independent variables in this study included the 13 emotional intelligence skills, ESAP cumulative skill scores, and ESAP cumulative potential problem area scores, gender, and ethnicity. The one dependent variable was the completion GPA upon earning an associate degree. Findings of this study suggest that, within the studied population, there were no significant correlations between GPA and the 10 emotional intelligence skills measured by the ESAP. Finding also suggest that there were no significant correlations between GPA and the ESAP cumulative skill scores, aggression, change orientation, deference, and the cumulative potential problem scores for the total population. There were no significant relationships between GPA and the skills measured by the ESAP based on gender. Sufficient populations sizes were not available within the studied sample to determine the correlation of GPA to ESAP skills based on ethnicity.
July 13, 2015
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