Relationship between Lecturer Emotional Intelligence and Student Academic Motivation in Public Sector Universities of Lahore, Pakistan
Keywords:
Emotional Intelligence (EI), Academic Motivation (SAM), Lecturer Competence, Higher Education, Student Engagement, Pakistan, Correlational StudyAbstract
This quantitative correlational study investigated the relationship between Lecturer Emotional Intelligence (EI) and Student Academic Motivation (SAM) within the higher education context of Pakistan. The research involved a sample of 350 undergraduate students from Education and Social Sciences faculties across public sector universities in Lahore. Data were collected using self-report measures, specifically the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Academic Motivation Scale (AMS-28). The statistical analysis revealed a robust, statistically significant, positive, and moderate correlation between the two variables (r = 0.521, p < 0.001). Furthermore, Multiple Linear Regression confirmed that Lecturer EI is a significant positive predictor of SAM, accounting for approximately 27.9% of the variance. These findings underscore the critical role of faculty emotional competence as a non-cognitive, pedagogical lever for enhancing student engagement and improving the learning climate in resource-constrained educational environments. The study provides strong empirical evidence supporting the immediate integration of mandatory Emotional Intelligence training into faculty professional development programs within Pakistani universities.
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