{"id":768,"date":"2026-02-09T08:00:16","date_gmt":"2026-02-09T13:00:16","guid":{"rendered":"https:\/\/www.highpoint.edu\/qep\/?p=768"},"modified":"2026-03-17T13:03:42","modified_gmt":"2026-03-17T17:03:42","slug":"can-eq-help-students-stay-in-college-what-the-research-says","status":"publish","type":"post","link":"https:\/\/www.highpoint.edu\/qep\/2026\/02\/09\/can-eq-help-students-stay-in-college-what-the-research-says\/","title":{"rendered":"Can EQ Help Students Stay in College? What the Research Says"},"content":{"rendered":"

What the Research Says<\/h1>\n

Emotional Intelligence (EQ) is often discussed in terms of communication or interpersonal skills, but research highlighted in High Point University\u2019s 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.<\/p>\n

Why EQ Belongs in Conversations About Student Success<\/h2>\n

Scholars have long noted that EQ strengthens students\u2019 ability to manage emotions, cope with academic demands, and build relationships\u2014factors that meaningfully influence whether students feel capable of staying in school (Goleman; Salovey and Mayer).<\/p>\n

The QEP emphasizes that EQ supports \u201cadaptive coping,\u201d \u201csocial support,\u201d and \u201coverall adjustment,\u201d all of which underpin students\u2019 ability to persist through academic and personal challenges.<\/p>\n

EQ and Retention: What the Data Tell Us<\/h2>\n

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.
\nTheir study suggests that EQ improves persistence by strengthening:<\/p>\n