What the Research Says
Emotional Intelligence (EQ) is often discussed in terms of communication or interpersonal skills, but research highlighted in High Point University’s QEP shows that EQ is also a meaningful contributor to student retention, persistence, and academic adjustment. These findings help explain why EQ sits at the center of Intelligence That Connects.
Why EQ Belongs in Conversations About Student Success
Scholars have long noted that EQ strengthens students’ ability to manage emotions, cope with academic demands, and build relationships—factors that meaningfully influence whether students feel capable of staying in school (Goleman; Salovey and Mayer).
The QEP emphasizes that EQ supports “adaptive coping,” “social support,” and “overall adjustment,” all of which underpin students’ ability to persist through academic and personal challenges.
EQ and Retention: What the Data Tell Us
Research summarized in the QEP shows clear links between EQ and degree completion. Parker, Saklofske, and Keefer (2016) found that students who scored higher in interpersonal abilities, stress management, and adaptability, all components of EQ, were more likely to graduate than students with lower EQ scores.
Their study suggests that EQ improves persistence by strengthening:
- Social support networks, which buffer stress during transitional periods.
- Adaptive coping strategies, which help students navigate setbacks productively.
- Emotional and social adjustment, which supports academic confidence and belonging.
These findings frame EQ not just as a personal asset, but as a meaningful predictor of academic continuation.
Resiliency, Self‑Efficacy, and EQ in First‑Year Students
The QEP also draws on research by Wilson, Babcock, and Saklofske (2019), who identified self‑efficacy—a student’s belief in their own ability to succeed—as a strong predictor of academic performance. Their study shows that resiliency and emotional intelligence play central roles in whether students “sink or swim” during the first year (Wilson, Babcock, and Saklofske 65).
EQ reinforces self‑efficacy through:
- Emotion regulation, which helps students interpret academic setbacks as temporary and solvable.
- Social awareness and relationship skills, which encourage healthy help‑seeking from faculty, staff, mentors, or peers.
Together, these EQ capacities support a mindset and behavioral toolkit that align with academic persistence.
How Colleges Can Foster EQ for Student Success
Davis and Leslie (2015) argue that universities can actively strengthen EQ through experiential learning. They demonstrate that activities emphasizing self‑awareness, self‑regulation, motivation, interpersonal skills, and empathy help students develop emotional intelligence in authentic contexts.
Their findings suggest that students benefit from:
- Hands‑on learning experiences
- Community and relationship‑building activities
- Structured opportunities for emotional reflection
These practices mirror the scaffolding envisioned in the QEP, which emphasizes developmentally appropriate EQ opportunities across a student’s academic journey.
How the QEP Frames EQ for Long‑Term Student Success
The QEP positions EQ as foundational to personal growth, academic success, and future leadership. Rather than isolated workshops, the plan proposes sustained, research‑based programming that builds EQ from the first year through graduation.
By embedding EQ development across courses, co‑curricular experiences, mentorship, and assessment points, HPU aims to ensure that students not only learn but persist, thrive, and graduate with the skills needed to navigate an increasingly complex world.