Impact of Parental Attachment and Emotional Intelligence on Academic Achievement Among University Undergraduates

Abstract

This study aimed to investigate the relationship among perceived parental attachment, emotional intelligence, and academic achievement among university students. The sample consisted of 500 participants, evenly divided by gender (250 males and 250 females), aged between 21 and 23 years. Data was collected through simple random sampling from three universities in Jamshoro: The University of Sindh, Mehran University of Engineering and Technology, and Liaquat University of Medical and Health Sciences. To assess parental attachment and emotional intelligence, two scales were administered: The Parental Attachment Questionnaire (PAQ; Kenny, 1987) and the Self-Report Measure of Emotional Intelligence (SRMEI; Khan & Kamal, 2010). Academic achievement was measured through participants' Grade Point Average (GPA) as reflected in their university mark sheets. The findings indicated that parental attachment significantly predicts both emotional intelligence and academic achievement. When students view their parents as facilitators of independence and sources of emotional support, it positively influences their emotional intelligence and academic performance. Parental support contributes to emotional stability and self-regulation, which, in turn, facilitates academic success. The results emphasize the importance of encouraging parents to foster a strong attachment with their children to promote emotional stability and support their educational achievements. By strengthening this bond, parents can help their children become more emotionally resilient and successful in their academic pursuits.