Difference between revisions of "Emotional intelligence and achievement"
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The five components of emotional intelligence are: [[self-awareness]], [[self-regulation]], [[motivation]], [[empathy]], and [[Interpersonal skills|social skills]].<ref>[https://www.mbaknol.com/modern-management-concepts/domains-of-emotional-intelligence/ Domains of Emotional Intelligence], MBA Knowledge Base</ref> | The five components of emotional intelligence are: [[self-awareness]], [[self-regulation]], [[motivation]], [[empathy]], and [[Interpersonal skills|social skills]].<ref>[https://www.mbaknol.com/modern-management-concepts/domains-of-emotional-intelligence/ Domains of Emotional Intelligence], MBA Knowledge Base</ref> | ||
| + | [[Achievement orientation]] is having a strong inclination and attitude towards the development and validation of one's ability to [[Achievement|achieve]]. A person who exhibits a high achievement orientation is [[Passion (psychology)|passionate]] about achieving their [[Goal setting|goals]], life [[purpose]], developing their [[skill]]s and their overall success in life. Having strong [[motivation]] is a prerequisite for having an achievement orientation. It often also involves having a strong set of [[leadership]] skills rather than following others.<ref>[https://study.com/academy/lesson/achievement-orientation-definition-example-quiz.html Achievement orientation]</ref> | ||
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| + | Factors that are conducive to an achievement orientation are: a desire to meet or exceed a standard of excellence; [[Results orientation|meeting key performance indicators]]; [[self-control]]; welcoming the feedback of others; a strong desire to [[Kaizen|continually improve one's performance]]; [[interpersonal skills]]; [[teamwork skills]]; [[risk management]] skills, and understanding the context of a given situation relative to factors such as an organization's mission and goals, [[prioritization]], and other important factors.<ref>[https://www.keystepmedia.com/achievement-orientation/#:~:text=Achievement%20Orientation%20is%20an%20Emotional,the%20needs%20of%20the%20organization. Achievement orientation]</ref><ref>[https://cms.sidc.com.my/competency/46 Competency Title:Achievement Orientation]</ref><ref>[https://www.keystepmedia.com/take-smart-risks/ Take Smarter Risks with Emotional Intelligence], Key Step Media</ref> | ||
| + | |||
| + | Although achievement involves several factors, "Research consistently shows a strong positive correlation between achievement orientation and success, meaning individuals with a high achievement orientation tend to be more likely to attain their goals and experience significant success in various aspects of life, including career, academics, and personal endeavors; this is because they are driven by a strong desire to excel, set high standards for themselves, and persevere through challenges to reach their full potential."<ref> | ||
| + | *[https://www.google.com/search?q=achievement+orientation+correlation+with+success&oq=achievement+orientation+correlation+with+success&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQLhhA0gEJMTI4NjhqMGoxqAIAsAIA&sourceid=chrome&ie=UTF-8 Achievement orientation correlation with success] | ||
| + | *[https://pubmed.ncbi.nlm.nih.gov/37481504/ The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School], J Youth Adolesc. 2023 Oct;52(10):2078-2094. doi: 10.1007/s10964-023-01813-7. Epub 2023 Jul 22. | ||
| + | *[https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1679202#abstract Grit, self-efficacy, achievement orientation goals, and academic performance in University students], ''International Journal of Adolescence and Youth'', Volume 25, 2020 - Issue 1 | ||
| + | *[https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.94.3.562 Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation], Journal of Educational Psychology, 94(3), 562–575. https://doi.org/10.1037/0022-0663.94.3.562 | ||
| + | *[https://pmc.ncbi.nlm.nih.gov/articles/PMC5697574/ Achievement goal profiles and developments in effort and achievement in upper elementary school], ''British Journal of Educational Psychology''. 2017 Jun 13;87(4):606–629. doi: 10.1111/bjep.12167 | ||
| + | *[https://gifted.uconn.edu/aom/#:~:text=The%20Achievement%20Orientation%20Model%20suggests,to%20self%2Dregulate%20and%20achieve. Why I Believe I Achieve Determines Whether I Achieve], Renzulli Center for Creativity, Gifted Education, and Talent Development, University of Connecticut | ||
| + | *[https://www.sciencedirect.com/science/article/pii/S277323392500004X Predicting student success: Considering social and emotional skills, growth mindset, and motivation], Social and Emotional Learning: Research, Practice, and Policy. Volume 5, June 2025, 100080</ref> However, excess focus on achievement goal orientation can lead to burnout and a more balanced approach to life can prevent this.<ref>[https://getemergent.com/2020/02/19/the-dark-side-of-achievement-orientation/ The Dark Side of Achievement Orientation]</ref><ref>[https://pmc.ncbi.nlm.nih.gov/articles/PMC7550833/ Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being], ''Frontiers in Psychology''. 2020 Sep 29;11:557445. doi: 10.3389/fpsyg.2020.557445</ref> | ||
| + | |||
| + | Achievement orientation "in the context of success studies refers to an individual's psychological tendency to [[Work ethic|strive]] for accomplishment, [[Peak performance|excel in tasks]], and set high standards for themselves, often driven by a desire to demonstrate [[Self-efficacy|competence]] and achieve success in various areas of life; essentially, it's the [[mindset]] of actively [[Growth mindset|seeking out challenges]] and [[Goal setting|striving to achieve goals]], rather than simply being [[Comfort zone|satisfied with mediocrity]]."<ref> | ||
| + | *[https://www.google.com/search?q=achievement+orientation+and+success+studies&sca_esv=7319a1d5414ff2b8&sxsrf=AHTn8zo-zUuBr8h9lEuzIHtivCW6UbqOhA%3A1739394384853&ei=UA2tZ4biM5mvptQP0KDu0Qo&ved=0ahUKEwiGyruDhb-LAxWZl4kEHVCQO6oQ4dUDCBA&uact=5&oq=achievement+orientation+and+success+studies&gs_lp=Egxnd3Mtd2l6LXNlcnAiK2FjaGlldmVtZW50IG9yaWVudGF0aW9uIGFuZCBzdWNjZXNzIHN0dWRpZXMyBRAhGKABMgUQIRigATIFECEYoAEyBRAhGKABMgUQIRigAUjVIVCtFVj7HnABeAGQAQCYAb4CoAHYD6oBBzAuMS42LjG4AQPIAQD4AQGYAgmgAvQPwgIKEAAYsAMY1gQYR8ICBRAhGKsCwgIFECEYnwWYAwCIBgGQBgiSBwcxLjEuNi4xoAfxNQ&sclient=gws-wiz-serp Achievement orientation and success studies] | ||
| + | *[https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1679202#abstract Grit, self-efficacy, achievement orientation goals, and academic performance in University students], ''International Journal of Adolescence and Youth'', Volume 25, 2020 - Issue 1 | ||
| + | *[https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-0663.94.3.562 Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation], Journal of Educational Psychology, 94(3), 562–575. https://doi.org/10.1037/0022-0663.94.3.562 | ||
| + | *[https://gifted.uconn.edu/aom/#:~:text=The%20Achievement%20Orientation%20Model%20suggests,to%20self%2Dregulate%20and%20achieve. Why I Believe I Achieve Determines Whether I Achieve], Renzulli Center for Creativity, Gifted Education, and Talent Development, University of Connecticut | ||
| + | *[https://www.sciencedirect.com/science/article/pii/S277323392500004X Predicting student success: Considering social and emotional skills, growth mindset, and motivation], Social and Emotional Learning: Research, Practice, and Policy. Volume 5, June 2025, 100080</ref> | ||
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| + | <br /> | ||
| + | [[File:Achievement orientation and correlation with success February 2025.png|thumbnail|center|800px|Source: [https://www.google.com/search?q=Achievement+orientation+and+correlation+with+success&oq=Achievement+orientation+and+correlation+with+success&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRg8MgYIAhAuGEDSAQg0MzY3ajBqNKgCALACAQ&sourceid=chrome&ie=UTF-8 Achievement orientation and correlation with success] ]] | ||
== Emotional intelligence and achievement == | == Emotional intelligence and achievement == | ||
Revision as of 00:44, March 2, 2025
Emotional intelligence (EI) "refers to the ability to perceive, control and evaluate emotions."[1]
The five components of emotional intelligence are: self-awareness, self-regulation, motivation, empathy, and social skills.[2]
Achievement orientation is having a strong inclination and attitude towards the development and validation of one's ability to achieve. A person who exhibits a high achievement orientation is passionate about achieving their goals, life purpose, developing their skills and their overall success in life. Having strong motivation is a prerequisite for having an achievement orientation. It often also involves having a strong set of leadership skills rather than following others.[3]
Factors that are conducive to an achievement orientation are: a desire to meet or exceed a standard of excellence; meeting key performance indicators; self-control; welcoming the feedback of others; a strong desire to continually improve one's performance; interpersonal skills; teamwork skills; risk management skills, and understanding the context of a given situation relative to factors such as an organization's mission and goals, prioritization, and other important factors.[4][5][6]
Although achievement involves several factors, "Research consistently shows a strong positive correlation between achievement orientation and success, meaning individuals with a high achievement orientation tend to be more likely to attain their goals and experience significant success in various aspects of life, including career, academics, and personal endeavors; this is because they are driven by a strong desire to excel, set high standards for themselves, and persevere through challenges to reach their full potential."[7] However, excess focus on achievement goal orientation can lead to burnout and a more balanced approach to life can prevent this.[8][9]
Achievement orientation "in the context of success studies refers to an individual's psychological tendency to strive for accomplishment, excel in tasks, and set high standards for themselves, often driven by a desire to demonstrate competence and achieve success in various areas of life; essentially, it's the mindset of actively seeking out challenges and striving to achieve goals, rather than simply being satisfied with mediocrity."[10]
Emotional intelligence and achievement
The Apollo 11 mission was a NASA project to land a man on the moon.
Video: Charles A. Garfield and Peak Performance (1985) by Charles A. Garfield (Related to insights gathered from the Apollo 11 mission)
Video: Charles A. Garfield and Peak Performance (1985) by Charles A. Garfield (Related to insights gathered from the Apollo 11 mission)
See also: Achievement and Achievement orientation and Stress management and Self-regulation and Emotion and Empathy and Social intelligence and Interpersonal skills and Peak performance and Mental toughness and Psychological resilience and Antifragility and Comfort zone and Growth mindset and Motivation and Self-motivation and Decision making
"Research indicates a strong positive correlation between emotional intelligence (EI) and achievement, suggesting that individuals with high EI tend to perform better academically and professionally due to their ability to manage their emotions, understand others, and navigate challenging situations effectively, leading to increased motivation, resilience, and better decision-making skills."[11]
Articles:
- IQ vs EQ for Career Success by Diane A. Safer, PhD, International Honor Society in Psychology
- Why Even Smart People Fail. Lack of achievement drive and emotional intelligence
- Lack of Emotional Intelligence and the Impact on Team Performance (5 Key Areas)
Journal articles:
- Emotional intelligence and academic performance: A systematic review and meta-analysis, Thinking Skills and Creativity. Volume 49, September 2023, 101355.
- Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis, DOI:10.20944/preprints202310.2029.v2
- Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study, Current Psychology 42(2). DOI:10.1007/s12144-021-02294-2
Notes
- ↑ Emotional intelligence
- ↑ Domains of Emotional Intelligence, MBA Knowledge Base
- ↑ Achievement orientation
- ↑ Achievement orientation
- ↑ Competency Title:Achievement Orientation
- ↑ Take Smarter Risks with Emotional Intelligence, Key Step Media
- ↑
- Achievement orientation correlation with success
- The Sustained Effects of Achievement Goal Profiles on School Achievement across the Transition to Secondary School, J Youth Adolesc. 2023 Oct;52(10):2078-2094. doi: 10.1007/s10964-023-01813-7. Epub 2023 Jul 22.
- Grit, self-efficacy, achievement orientation goals, and academic performance in University students, International Journal of Adolescence and Youth, Volume 25, 2020 - Issue 1
- Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation, Journal of Educational Psychology, 94(3), 562–575. https://doi.org/10.1037/0022-0663.94.3.562
- Achievement goal profiles and developments in effort and achievement in upper elementary school, British Journal of Educational Psychology. 2017 Jun 13;87(4):606–629. doi: 10.1111/bjep.12167
- Why I Believe I Achieve Determines Whether I Achieve, Renzulli Center for Creativity, Gifted Education, and Talent Development, University of Connecticut
- Predicting student success: Considering social and emotional skills, growth mindset, and motivation, Social and Emotional Learning: Research, Practice, and Policy. Volume 5, June 2025, 100080
- ↑ The Dark Side of Achievement Orientation
- ↑ Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being, Frontiers in Psychology. 2020 Sep 29;11:557445. doi: 10.3389/fpsyg.2020.557445
- ↑
- Achievement orientation and success studies
- Grit, self-efficacy, achievement orientation goals, and academic performance in University students, International Journal of Adolescence and Youth, Volume 25, 2020 - Issue 1
- Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation, Journal of Educational Psychology, 94(3), 562–575. https://doi.org/10.1037/0022-0663.94.3.562
- Why I Believe I Achieve Determines Whether I Achieve, Renzulli Center for Creativity, Gifted Education, and Talent Development, University of Connecticut
- Predicting student success: Considering social and emotional skills, growth mindset, and motivation, Social and Emotional Learning: Research, Practice, and Policy. Volume 5, June 2025, 100080
- ↑
- Emotional intelligence and achievement
- Emotional intelligence impact on academic achievement and psychological well-being among university students: the mediating role of positive psychological characteristics, BMC Psychology, 12, Article number: 389 (2024).
- IQ vs EQ for Career Success by Diane A. Safer, PhD, International Honor Society in Psychology
- Emotional intelligence and academic performance: A systematic review and meta-analysis, Thinking Skills and Creativity. Volume 49, September 2023, 101355.
- Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis, DOI:10.20944/preprints202310.2029.v2
- Why Even Smart People Fail. Lack of achievement drive and emotional intelligence
- The significance of emotional intelligence to students’ learning motivation and academic achievement: A study in Hong Kong with a Confucian heritage, Children and Youth Services Review]. Volume 121, February 2021, 105847
- Lack of Emotional Intelligence and the Impact on Team Performance (5 Key Areas)
- Emotional intelligence promotes optimal learning, engagement, and achievement: A mixed-methods study, Current Psychology 42(2). DOI:10.1007/s12144-021-02294-2