Effects of emotional intelligence and supportive text messages on academic outcomes in first year undergraduates

An increase in the number of students entering higher education has intensified the need for 26 targeted strategies to support a wider range of student requirements. Current research suggests 27 that emotional intelligence (EI) may be associated with academic success, progression and 28 retention in university students but the use of EI screening as a prospective measure of success 29 requires further investigation. This study evaluates the utility of prospective EI screening to 30 predict progression rates, mean grades, attendance and online engagement in a sample of first 31 year undergraduate students enrolled on the same degree programme (n=358). A supportive 32 text messaging intervention was employed during potentially stressful periods of the academic 33 year in a subsection of participants (n=60) that demonstrated low total EI scores relative to the 34 cohort. Results showed no effects of EI classification on progression rates, mean grades, 35 attendance and online engagement (all P>0.418). Alternatively, the text messaging intervention 36 was associated with significant improvements compared with a matched control group for 37 progression rates (P=0.027), mean grades (P=0.026) and attendance (P=0.007). The frequency 38 of access to the virtual learning environment also tended to be higher in the intervention group 39 compared with the control group (P=0.059). In conclusion, this study did not identify any 40 benefits of EI screening as a prospective indicator of student success but provides encouraging 41 indications that a text messaging support intervention could help to improve progression rates, 42 mean grades, attendance and online engagement in first year undergraduate students. Further 43 research is warranted to develop these proof-of-concept findings