Emotional Intelligence and Academic Achievement

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Rachna Devi

Research Scholar

Himachal Pradesh University, Shimla

Giriganga Girls Hostel, Summer Hill – 171005

ORCID ID: https://orcid.org/0009-0008-1739-8824

Abstract— Emotional intelligence—capacity to recognize, understand, and manage emotions in oneself and others—demonstrates substantial relationships with academic achievement across educational levels. This manuscript examines research evidence regarding emotional intelligence’s role in determining academic performance, mechanisms explaining these relationships, and moderating factors influencing outcomes. Meta-analytical evidence indicates that emotional intelligence correlates with academic achievement with effect sizes ranging from small to moderate (r = 0.20-0.40). Benefits extend beyond grade point average to include improved classroom engagement, reduced dropout risk, and enhanced learning persistence. Multiple mechanisms explain emotional intelligence-academic achievement relationships including improved self-regulation and impulse control, enhanced social relationships supporting academic effort, reduced test anxiety, and increased motivation and persistence. However, emotional intelligence’s predictive validity for academic outcomes varies substantially across studies, populations, and assessment methodologies. This manuscript synthesizes literature examining emotional intelligence’s effects on academic achievement, identifies mechanisms explaining relationships, addresses measurement inconsistencies, and evaluates interventions targeting emotional intelligence development. Findings indicate that emotional intelligence represents important but not determinative academic achievement factor, operating alongside cognitive ability, motivation, and institutional factors. Comprehensive approaches to academic improvement require addressing emotional dimensions of learning alongside traditional cognitive support.

Keywords: emotional intelligence, academic achievement, self-regulation, student success, educational outcomes

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