Abstract

Author:
Md Mehedi Hasan Emon*, Most. Sharmin Ara Chowdhury

Doi: 10.26480/mmhj.01.2024.12.21

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

The purpose of this qualitative study is to explore the role of emotional intelligence (EI) in academic excellence among private university students in Bangladesh. Employing a qualitative approach, data were collected through semi-structured interviews with 60 participants, ranging from undergraduate to postgraduate levels, recruited using purposive sampling techniques. Thematic analysis revealed diverse perceptions of EI, its influence on academic performance, and the impact of cultural and gender dynamics. Participants highlighted the importance of EI in managing stress, navigating interpersonal relationships, and overcoming academic challenges. Gender differences were evident, with female participants emphasizing empathy and intuition, while male participants focused on self-regulation and resilience. Cultural influences, including respect for authority and collectivism, shaped participants’ emotional experiences and social interactions within academic settings. Despite recognizing the benefits of EI, participants identified challenges such as academic stress and cultural expectations. The study underscores the need for tailored approaches to EI development that account for individual differences and cultural contexts. Practical implications include the integration of EI training and support services into educational programs to promote students’ emotional well-being and academic success. Social implications highlight the importance of creating inclusive and supportive environments that foster students’ holistic development. The originality of this study lies in its exploration of EI within the specific context of private university education in Bangladesh. Limitations include the small sample size and the focus on private university students, limiting generalizability.