Paper Title
A STUDY OF EMOTIONAL INTELLIGENCE &LOCUS OF CONTROL AND THEIR INFLUENCE ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS”
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Registration ID: IJNRD_322785
Published ID: IJNRD2603586
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Abstract The present study examines the joint and independent influence of emotional intelligence and locus of control on the academic achievement of college students. A sample of 200 undergraduates was selected using stratified random sampling from arts, science, and professional colleges in an urban setting. Emotional intelligence was measured using a standardized EI inventory, locus of control was assessed with an internal–external LOC scale, and academic achievement was operationalized as the cumulative grade point average (CGPA) obtained in the most recent university examination. Data were analyzed using Pearson correlation and multiple regression. Results indicated that both emotional intelligence and internal locus of control were positively and significantly related to academic achievement and together accounted for a substantial proportion of variance in students’ CGPA. Locus of control emerged as a slightly stronger predictor of achievement than emotional intelligence. The findings highlight the need to integrate socio‑emotional skill training and attributional retraining into college counselling and teaching–learning practices to enhance students’ academic outcomes. The present study investigates how emotional intelligence and locus of control, both jointly and independently, influence the academic achievement of college students. Drawing on the growing recognition of non‑cognitive factors in higher education, the study focuses on how students’ ability to understand and manage emotions, as well as their beliefs about control over academic outcomes, relate to their performance. A sample of 200 undergraduate students was selected through stratified random sampling from arts, science, and professional colleges located in an urban setting to ensure representation across disciplines and gender. Emotional intelligence was assessed using a standardized EI inventory, while locus of control was measured with a validated internal–external locus of control scale. Academic achievement was operationalized as the cumulative grade point average (CGPA) obtained in the most recent university examination, collected from official institutional records with due consent. Data were analyzed using Pearson correlation to explore bivariate relationships and multiple regression to determine the unique and combined contributions of emotional intelligence and locus of control to academic achievement. The results revealed that both emotional intelligence and an internal locus of control were positively and significantly associated with higher CGPA, and together they explained a substantial proportion of variance in students’ academic performance. Furthermore, locus of control emerged as a slightly stronger predictor of academic achievement than emotional intelligence, suggesting that students’ beliefs about personal control over outcomes may be especially critical for their success. These findings underscore the importance of incorporating socio‑emotional skills training and attributional retraining into college counselling services and teaching–learning practices, to foster emotionally competent, internally oriented learners who are better equipped to meet the demands of higher education. Keyword: Emotional Inrelligence, Locus of Control,Academic achievement, College students, Internal-External Control,Higher education ,psychological predictors.
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How To Cite (APA)
AKSHAY KUMAR MONDAL (March-2026). A STUDY OF EMOTIONAL INTELLIGENCE &LOCUS OF CONTROL AND THEIR INFLUENCE ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS”. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(3), f679-f688. https://ijnrd.org/papers/IJNRD2603586.pdf
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Volume 11 Issue 3, March-2026
Pages : f679-f688
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Paper Reg. ID: IJNRD_322785
Published Paper Id: IJNRD2603586
Research Area: Other area not in list
Author Type: Indian Author
Country: ASANSOL, WEST BENGAL, India
Published Paper PDF: https://ijnrd.org/papers/IJNRD2603586.pdf
Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2603586
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