Abstract
The purpose of this study is to find how emotions and motivation
influence academic performance of college students.
Undergraduate students (328 girls and 210 boys) were engaged for
the research. Negative affectivity was assessed through the
neuroticism scale of the NEO Five Factor Inventory (Costa &
McCrae, 1992); similarly positive affectivity was characterized
through the extraversion scale of the same measure. High (30%),
middle (40 %), and low (30%) scorers on neuroticism and
extraversion scales were compared on emotional intelligence
(Emotional Quotient Inventory; Bar-On, 1977), achievement
motivation (Achievement Motivation Scale; Gjesme, 1971) and
the First-year Grade Point Average (GPA). Results indicated that
neuroticism had significant reverse relationship with emotional
intelligence; that is, lower the neuroticism, higher the emotional
intelligence. Second, neuroticism was strongly related with
avoidance motivation; higher neuroticism was associated with
higher avoidance motivation. Extraversion was relatively less
related to approach motivation. Moreover, the high and medium
neuroticism scorers achieved significantly lower GPA than low
neuroticism students. Intermediate examination or grade-12 marks
remained the largest predictor of college GPA. Among the
psychological factors, lower neuroticism and higher Emotional
intelligence contributed significantly in determining GPA.
Implications of results have been discussed.
Iftikhar Ahmad, Shabbir Rana. (2012) Affectivity, Achievement Motivation, and Academic Performance in College Students, Pakistan Journal of Psychological Research, Volume-27, Issue-1.
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