Study of life skills in relation to emotional intelligence personal growth initiatives and academic performance of university students

Abstract

This research aimed to study Life Skills in Relation to Emotional Intelligence, Personal Growth Initiatives and Academic Performance of University Students with a focus to, 1. To identify the life skills preferred by the university students, 2. To find out the levels of life skills, emotional intelligence, personal growth initiatives, and academic performance of university students, 3. To compare the: Life skills , Emotional intelligence, Personal growth initiatives, Academic performance of university students on the basis of gender and type of university, 4. To study the interrelationship among life skills, emotional intelligence, personal growth initiatives, and academic performance of university students, 5. To study the conjoint effect of emotional intelligence, personal growth initiatives, and academic performance on life skills of university students. A descriptive survey method is employed for the existing investigation and a sample of500 students studying in NAAC Accredited universities of Punjab are selected by employing random sampling techniques via administering the Life Skills Scale developed by Tiwari2014, Emotional Intelligence Scale was developed by Kumar and Narain (2014), Personal Growth Initiative- II developed by Robitschek (2012) and Academic performance estimation of student success across their previous results of 1st and 2nd semester or 1st year post graduation students. The results that University students have different levels of life skills, Emotional intelligence, Personal Growth Initiatives and Academic Performance. Finding of the study shows that there are gender differences in life skills of university students. The analysis revealed no significant main effect of gender on the emotional intelligence of university students and a significant main effect of the type of university is explored on the emotional intelligence of students studying in different universities. Further, no significant difference is found in the personal growth initiatives based on the type of university of students and no significant interaction effect of gender and type of university is found on the personal growth initiatives of university students. The result revealed no significant main effect of gender and type of university as well as no significant interaction effect of gender and type of university on the academic performance of students. It is clear that there is a positive and significant but low relationship between the emotional intelligence and academic performance of university students which indicates that emotional intelligence is also an important factor for students that can help the students to improve and increase their academic performance. newline