| dc.description.abstract | Abstract
The implication that grit and emotional intelligence has predictive capability on academic success and retention has both energized and encouraged researchers to examine these variables in relation to first-year students’ academic achievement and retention (Duckworth et al, 2007; Mayer & Salovey, 1997, Schutte, 1998). MacCann, Jiang, Brown, Double Bucich and Minbashinan (2020) suggested that learners are better students when they are emotionally intelligent. Similarly, Eskreis-Wingler, Duckworth, Shulman and eBeal (2014) noted that grit was an important element of individuals remaining in school. Grit, emotional intelligence, academic achievement, and retention are well researched as separate subjects; however, the collective relationship between these variables (e.g., grit, emotional intelligence, academic achievement, persistence) has not been extensively studied. The purpose of this study was to examine the relationship between grit and emotional intelligence (E.I.) and whether these constructs influenced persistence and academic achievement of first-year college students. The sample population was first-year students at a moderate sized southeast institution (N=98). Analyses of the data were conducted using standard multiple linear regression, binomial regression, Pearson co-efficient and a T-test. Results for the multiple linear regression, binomial regression, and the Pearson coefficient models used to explore the relationship between the variables (i.e., grit, emotional intelligence, academic achievement, persistence) did not identify a relationship between the predictor and outcome variables. However, research question 3 which examines the relationship between emotional intelligence and grit, indicated a small positive correlation. Future research examining the relationship between first-year student’s grit, emotional intelligence, academic achievement, and persistence would benefit from a larger sample. | en_US |
