Relationship between Emotional Intelligence, Irrational beliefs and Academic Achievement

The present study determines the relationship between emotional intelligence and its components, including interpersonal skills, intrapersonal skills, adaptability, stress management and general mood with irrational beliefs and academic achievement of university students. 370 undergraduate and postgraduate students of Karaj Azad University (262 female and 108 male) participated in this study. They completed Bar-On’sEmotional Intelligence Scale (1997) and Jones Irrational Beliefs Questionnaire (1968). Results showed a significant and negative relationship between emotional intelligence and the irrational beliefs. Students who had higher emotional intelligence exhibited less irrational beliefs. Moreover, the components of emotional intelligence, including interpersonal skills, intrapersonal skills, adaptability, and general mood had significant and negative correlation with irrational beliefs. So that students who had higher scores in these components had less irrational beliefs. Among components of emotional intelligence, only component of stress management was not significantly associated with irrational beliefs. Also, findings indicate a positive relationship between emotional intelligence and its components with academic achievement, and suggest a negative link between academic achievements with irrational beliefs. Based on its findings, it can be concluded that since beliefs are the underlying determinant of feelings and human behavior, it is necessary for reduction irrational beliefs of students, improve their level of emotional intelligence in various ways, including emotional intelligence training courses and workshops, and this way can guarantee their mental health and their academic achievement.