| The purpose of this study was to elucidate the empirical and practical nature of emotional intelligence, cognitive style, and personality in relationship to college students' academic achievement and life satisfaction. Significant differences across gender, race, grade level, academic major, and students' emotional intelligence, cognitive style, and personality variants were also examined. A sample of 243 undergraduate students volunteered to complete multiple self-report instruments for the data collection process. Data was then aggregated and analyzed using multiple regression, analysis of variance, and simple correlations. The results indicated that personality is the most powerful predictor of student's academic achievement and life satisfaction. However, emotional intelligence also had an important role in scholastic success. The study concludes with a discussion of results, limitations, and implications for research and practitioners. |
