Emotional intelligence : a look at its effect on performance at the United States Naval Academy

Abstract

This study uses the results from the BarOn Emotional Quotient (BQ) inventory by a freshman class upon entry to the United States Naval Academy. The data reflects the response of 1,040 students between the ages of 17 and 22. Using BarOn's model, this study focuses on the relationship of EQ to Naval Academy performance measurements such as academics, general performance, and conduct. Attrition and gender relationships to EQ are also analyzed. Few studies have specifically addressed the EQ attributes found in young Naval leaders. In fact, most studies reviewed centered on EQ's influence on children or corporations. Potential Academy areas of interest such as academics, performance, conduct, attrition, and gender were exarnined in light of BarOn's five basic EQ components of Interpersonal, Intrapersonal, Adaptability, Stress Management, and General Mood and their relative subscales. Overall, BarOn's EQ components were able to show significant relationships of EQ to performance, conduct, attrition, and gender. It is recommended that the Naval Academy include the EQ construct in one of its standard leadership classes; and that the freshman class who took the test be allowed to retake the test during their senior year to provide longitudinal research.