Optimizing academic achievement: The synergetic effects of emotional intelligence and psychological capital

Despite efforts to enhance university students' learning and achievement, low academic performance among undergraduate students remains a challenge for many universities worldwide, especially in developing countries. This suggests there is a need to explore potential factors that help students to achieve optimal learning outcomes. Therefore, the current study aimed to investigate how and to what extent emotional intelligence and psychological capital support university students to do well in their studies and perform better, and achieve success.

The current study employed a quantitative method with a correlational cross-sectional design. Participants were 321 university undergraduate students in Ethiopia, selected across eight departments in five faculties using a stratified random sampling method. The emotional intelligence and psychological capital levels were assessed using validated and self-reported questionnaires. Their academic achievement was measured using the cumulative grade point average. Descriptive statistics, Pearson's correlation, multiple regression, and path analysis were utilized in data analysis.

The findings reveal that emotional intelligence (β = 0.36, P < 001) and psychological capital (β = 0.39, P < 001) had a positive and significant impact on students' academic achievement. The two constructs together explained 46.9% of the variation in undergraduate students' academic achievement. Furthermore, psychological capital played a partial mediating role in the relationship between emotional intelligence and academic achievement.

The findings underscore the value of emotional intelligence and psychological capital for students' academic outcomes and suggest evidence-based interventions to build psychological resources in students, thereby reducing academic failure and increasing the success rate.