Daniel Goleman defined emotional intelligence as emotional awareness and emotional management skills that give the ability to maintain a healthy balance of emotion and rationality to achieve long–term happiness.
Emotional intelligence plays an essential role in academics success, mental health, and physical health. Research suggests that people who develop emotional intelligence skills can comprehend and reveal their own emotions, concede emotions in others, synchronize emotions, and use moods and emotions to stimulate adaptive behaviours (Salovey and Grewal, 1990).
Other research studies investigate the development of emotional intelligence in childhood. This study proposed that E.I. may be resolved by differentiating multiple levels of emotion–regulation processes. The study results revealed that dynamic capability in children assists the multifaceted nature of E.I. (Zeidner et al.; 2003).
In addition, a study investigates a relationship between emotional intelligence and academic achievement in non-traditional college students. These findings demonstrated that academic achievement is related to students’ ability to recognize, use, and manage their emotions (Drago, 2004).
Another research studies Salovery and Grewal (2005), the science of emotional intelligence. Study focused on the four branch model of Mayer and Salovery (1997), which distinguishes emotional intelligence as a set of four related capabilities: perceiving, using, understanding, and managing emotions. E.I. predicts success in essential domains of an individual (Salovery and Grewal, 2005).
The importance of perceived E.I. among family members and each member’s self-reported E.I. for its predictive power on children’s mental health (Nunez et al.; 2020). According to Mishra (2021), E.I. positively affects academic achievement.