Many factors are responsible for an individual's success, especially in an academic setting. Therefore, having a study in this direction can help the students to identify the factors that impact their academic performance positively both in high school and in the University. The findings of various studies that have been analysed under this essay, shows that emotional intelligence is one of the most significant and influencing factors in positive academic performance. It also overweighs the importance of the state of flow and grit for an individual's performance.
However, flow is considered to be positively associated with success especially in group settings. But, it is an inconsistent state to prevail. On the other hand, grit is seen to be incompetent determinant to help the students cope up with stress and other negative factors. Major evidence of this study sheds light on the fact that lower emotional intelligence results in school refusal throughout the academic journey of the student. When compared with other variables, higher emotional intelligence from the early age results in a strong forecast of students’ successful education throughout.
Every student possesses some skills and qualities that make him/her different from the others. However, there can be some factors that show positive results for al the students. In order to religiously study the determinants of success for the students, there is a need to study a broad range of factors that impact students (Coates, & Matthews, 2018). The particular focus of this study will be on the analysis of those factors that impact the students throughout their academic journey. Moreover, it will also be studied as to why the students show the behavior of school refusal even after the transition from school to University (Murray et al., 2019). The research will unfold the significance of various determinants like emotional intelligence and state of flow and grit. The work will be helpful to enhance students awareness regarding success factors in academic and to reduce the school refusal behavior.
Emotional intelligence pertains to self-awareness of the individual’s emotions and feelings when they are encountered and also to deal with them in such a manner that they become favorable to the circumstances and present condition. To remain self-aware of the emotions in a skill which helps in self-control and also in identifying the emotions of the people around. Thus, by understanding and self and others’ emotions, better relations can be developed with people around (Ciarrochi, Chan, & Bajgar, 2001). The skill of identifying emotions has gained great attention in recent times because emotional intelligence cultivates success of the individual (Mayer, Roberts, & Barsade, 2008).
Research shows that those who possess enlarged emotional intelligence have fewer chances towards school refusal behavior and thus, ensures success for school students (Díaz-Herrero et al., 2018). However, one of the limitations of the research signifies that it is not clear whether the adolescences who are more functional are better in education than those who show dysfunctional behaviour. A sample of 2362 Chilean adolescents had been taken in which 56.8 per cent girls of the age 13-17 years participated. They belonged to varied socio-economic regions and also the qualification of their parents was taken into account.
The results of the questionnaire show similar results to this research and suggest that the participants who achieved higher emotional intelligence scores are psychologically more functional as compared to those who achieved less emotional intelligence score (Diaz-Herrero et al., 2018). It should be noted that the results might be limited by the irregularities of self-perception protentional. The result might have shown a bit different result when reporting would have been done by outside informants.
Further researches throw light on the role of emotional intelligence in dealing with the transition from high school to university (Parker, Hogan, Eastabrook, Oke, & Wood, 2006). Also, the relation between withdrawal from the university and stress has been studied. Contrasting to Díaz-Herrero (2018), the research shows that the attrition rate was evident between first year and enrolment of the second year. Research was conducted through questionnaire for 1270 students first-year students of Ontario University which included 368 and 902 men and women respectively. Out of them, 83 per cent were white whereas the rest were of mixed cultural groups. It has also been identified that emotional intelligence proved helpful in further years of study and is associated with better academic performance (Perera, & DiGiacomo, 2013). Another research between 1998 and 2012 with meta-analytical data obtained from 48 independent samples supports the fact that emotional intelligence is one of the determinants of academic performance.
State of flow can be defined as the positive mindset to achieve success with high involvement in the work, optimistic view, enjoyment and no distraction from the outside catalyst (Csikszentmihalyi,1990). Past or future instances do not have much impact on the present. Further, though different in different students, there is very less flow of negative emotions in the current academic events (Costa, & Faria, 2018). When seen from the perspective of an academic setting and interactive flow, there exists competition among peers regarding knowledge and skills. Those who are less confident can have the opportunity to improve themselves and take challenging works. Thus, it states that enjoyment automatically gets increased when people around are enjoying. A sample of 185 undergraduates consisted of 148 female showed the result that learning is facilitated by flow within the groups and thus, acts as a catalyst for the tutors.
Another study was conducted in support of the group flow and involved 88 senior Korean nursing students who were gaining the clinical experience in a simulated environment. Measuring scale was used for over a month to measure the variables and it had been found that stress, self-esteem and efficacy impacts group performance (Kim, & Park, 2018). Thus, the research facilitates the need to improve the group flow mechanism for success.
Another continuous study was conducted on the mathematics students of 8th class. In contrary to the previous researches, the research design included observation techniques by using written transcript and video equipment. Students were cautiously selected to avoid any kind of inaccuracy and then were divided into two groups to monitor the flow. The results highlighted varying results for both the group which points out that it is not necessary that flow always develops in ideal states and it can also be elusive.
Grit is one more approach which is another aspect to achieve academic success. The basic concept of this approach says to sustain motivation in the long term despite facing adversity (Duckworth, & Gross, 2014). Multiple studies had been done to compare the effectiveness of grit and other variables on the success of the individuals. One study between 2014 and 2016 was conducted on the students with a mean age of 16.45. They were mostly Caucasian and female and also belonged from a good socio-economic background. The results of the study showed that Grit is a weaker factor for achieving academic success when compared with other variables (Schmidt, Fleckenstein, Retelsdorf, Eskreis-Winkler, & Möller, 2017).
Another study was conducted on 2430 students of American middle school by using self-reported questions for more than one year in which comparison was done between self-efficacy and grit. Similar to the previous study (Fleckenstein et al., 2014) in which grit scale was used, this study used Via grit scale and both have been modified for Children Ref 19 on the eight-item grit scale (Duckworth, & Quinn, 2009). The results have determined that confidence is a necessary attribute without which grit showed a low correlation for students' success. However, grit is a positive attitude but cannot be replaced with other determinants of success (Scott, Braley, & Spidahl, 2017). Results of all the three articles supported that Grit is a weak contributor and thus, emotional intelligence plays a significant role in students’ success by focusing on mindfulness and managing stress.
It can be concluded that emotional intelligence plays a significant role in the academic success of the students. Those with low emotional intelligence can be attributed to school refusal, poor performance in the University and dysfunctional behavior. Emotional intelligence help in the transition from school to University and also in the further years of studies. The analysis of the state of flow and grit showed that flow is also an important factor of success especially in a group setting. The behavior of group members has an impact on individual success also. Therefore, individuals in the group have room for competition and also for improvements. However, the work was more focused on group work and not on individual flow. On the other hand, grit proved to be less effective when compared with other variables like self-efficacy, personality and confidence. Thus, academic abilities are more influenced by emotional intelligence when compared with all the other determinants including state of flow and grit.
References
Ciarrochi, J., Chan, A. Y., & Bajgar, J. (2001). Measuring emotional intelligence in adolescents. Personality and individual differences, 31(7), 1105-1119. Goleman
Coates, H., & Matthews, K. E. (2018). Frontier perspectives and insights into higher education student success.
Costa, A., & Faria, L. (2018). Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in psychology, 9, 829.
Csikszentmihalyi, M. (1990). The domain of creativity.
Díaz-Herrero, Á., Gonzálvez, C., Sanmartín, R., Vicent, M., Lagos-San Martín, N., Inglés, C. J., & García-Fernández, J. M. (2018). Profiles of emotional intelligence and demotivation to attend school in Chilean adolescents. Motivation and Emotion, 42(6), 947-959.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174.
Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current directions in psychological science, 23(5), 319-325.
Kim, M. Y., & Park, S. (2018). Associations of stress, self-esteem, and collective efficacy with flow in simulation among nursing students: A descriptive cross-sectional study. Nurse education today, 71, 193-197.
Mayer, J. D., Roberts, R. D., & Barsade, S. G. (2008). Human abilities: Emotional intelligence. Annu. Rev. Psychol., 59, 507-536.
Murray, K. E., Lane, J. L., Carraccio, C., Glasgow, T., Long, M., West, D. C., ... & Englander, R. (2019). Crossing the gap: using competency-based assessment to determine whether learners are ready for the undergraduate-to-graduate transition. Academic Medicine, 94(3), 338-345.
Parker, J. D., Hogan, M. J., Eastabrook, J. M., Oke, A., & Wood, L. M. (2006). Emotional intelligence and student retention: Predicting the successful transition from high school to university. Personality and Individual differences, 41(7), 1329-1336.
Perera, H. N., & DiGiacomo, M. (2013). The relationship of trait emotional intelligence with academic performance: A meta-analytic review. Learning and individual differences, 28, 20-33.
Saunders-Scott, D., Braley, M. B., & Stennes-Spidahl, N. (2018). Traditional and psychological factors associated with academic success: investigating best predictors of college retention. Motivation and emotion, 42(4), 459-465.
Schmidt, F. T., Fleckenstein, J., Retelsdorf, J., Eskreis-Winkler, L., & Möller, J. (2017). Measuring grit: A German validation and a domain-specific approach to grit.
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