An exploration of how emotional intelligence abilities are utilised by successful students in tertiary education

Abstract

Low student success, throughput rates, and high attrition are major concerns in the South African higher education system. Emotional intelligence (EI) has been linked positively to academic performance, behaviours, and attitudes regarding tertiary education, including how well they adjust to tertiary education. The research intended to explore the EI abilities used by tertiary students to successfully complete their studies in the allocated time period. Mayer and Salovey’s Four-Branch Model of EI (1997) was used as a guide as to assist in identifying relevant abilities and factors relating to this model and EI. Semi-structured interviews were conducted with students that had successfully completed their degrees in allocated time. The study adapted an interpretive paradigm and a qualitative, interpretive phenomenology as a methodology. Content analysis was followed during data analysis and was used to explore EI abilities based on Mayer and Salovey’s model. This allowed a closer examination of EI abilities that aided in the adjustment, performance, and retention of students in tertiary education. The findings supported previous investigations that have revealed that there is a positive correlation between EI and academic achievement, behaviours and attitudes that lead to success. The exploration of these EI abilities may be useful to examine how these skills were successfully applied during their studies and contributed to successfully navigating the various challenges hat tertiary education presents, both socially and academically.