The impact of emotional intelligence on the academic performance of UEH students through the usage of academic social networking sites

Abstract

This study aims to clarify the impact of emotional intelligence on academic social networking site usage and academic performance. Specifically, this study considers the elements of emotional intelligence, such as social skills, self-awareness, self-regulation, and self-motivation. Research is conducted on theoretical and practical foundations, using two main research methods, including quantitative and qualitative research methods. The qualitative research method was conducted in face-to-face interviews with three participants namely 1 lecturer and 2 students at UEH University. A survey questionnaire on the influence of emotional intelligence was used to gather useful information for the study (n = 350). The reliability of the scale is checked using technical data analysis techniques; exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling analysis (SEM). A result of the study shows that self-swareness, self-regulation, and social skills have a positive influence on academic social networking sites usage; self-awareness, self-motivation, and social skills have a positive influence on academic performance. However, self-motivation does not have an effect on academic social networking sites usage and self-regulation does not have an influence on academic performance. The impact of emotional intelligence on students’ academic performance has been made clear by numerous previous studies. Nevertheless, the impact of emotional intelligence on academic social networking sites, and the impact of academic social networking sites on academic performance, recently, have still been quite strange fields. The goal of the study was to take advantage of and explain this association to provide accurate opinions and workable methods to enhance emotional intelligence when using academic performance and students’ academic performance.