Mar 21, 2020 06:00:00

Research results that 'ability to understand emotion' is as important to academic performance as IQ

IQ numerical value of the numerical value of (IQ) has been known as one of the index representing the goodness of the person's head. However, a joint research team from the University of Sydney and Oxford has published a study that states that the ability to understand emotions is as important as IQ in order to achieve good academic performance.

Emotional intelligence predicts academic performance: A meta-analysis.- PubMed-NCBI
https://www.ncbi.nlm.nih.gov/pubmed/31829667

Understanding emotions is nearly as important as IQ for students' academic success
https://theconversation.com/understanding-emotions-is-nearly-as-important-as-iq-for-students-academic-success-131212

According to the research team, the ability to understand emotions is one of the components of the mental intelligence quotient (EQ) . The mental intelligence index is basically defined as 'the ability to perceive, use, understand and manage the emotions of oneself and others'. Using a meta-analysis approach, the team combined and analyzed more than 150 studies, including more than 42,000 total subjects and 1246 inferences, that examined the correlation between EQ and academic performance.

In some studies, subjects 'EQs were measured by skill-based tasks such as 'guessing what emotions they have from face photographs', while subjects' EQs were measured by questionnaires. There was also. After conducting an integrated analysis of these studies, the research team found that about 4% of the differences in academic performance were due to differences in EQ. They also found that two of the abilities that compose EQ, the ability to understand emotions and the ability to manage emotions, had a greater effect on academic performance.

The ability to understand emotions is 'the ability to recognize the things that cause emotions and understand how emotions change and combine.' The ability to manage emotions is 'controlling emotions in stressful situations.' The research team defines it as 'the ability to do it.' People with these abilities understand what to do at that time to maintain good social relationships with others.

According to the research team, 7% of school performance differences are related to the ability to manage emotions, and 12% of school performance differences are related to the ability to understand emotions. The research team, IQ is related to 15% of the difference between the academic performance, that the personality characteristics, such as 'ongoing effort' is related to the 5% of the difference between

research cited, '' emotion The ability to understand 'affects the academic performance almost as much as IQ.'

The research team also confirmed that 'higher EQ students have higher IQ and are more conscientious.' Conversely, if they had the same level of intelligence and conscience, their ability to understand emotions was associated with 3.9% of the difference in academic achievement, and their ability to manage emotions was associated with 3.6% of the difference is.

The research team also pointed out that the research methodology could be problematic for the individual studies analyzed. When measuring subjects' EQs in skills-based tasks, 6% of the difference in academic performance was related to the difference in EQ, but when measuring the EQ in questionnaire results, 1% of the difference in academic performance Only related to the EQ. The research team wrote that 'measuring EQ with external factors is more important than self-diagnostic EQ measurement.'

The research team asked, 'Why does EQ make a difference in academic performance?' If the EQ is high, it is possible to control the emotions and take the test. In addition to the ability to do so, he explains that the need to understand emotions when solving so-called non-professional humanities subjects creates a difference in academic achievement.