Analytical Study of The Impact of Emotional Intelligence on The Academic Performance of Secondary and Senior Secondary Level Students

This research aims to explore the relationship between emotional intelligence (EI) and academic performance among school students. Emotional intelligence defined as the ability to recognize, understand and manage one’s own emotions as well as the emotions of others, has been increasingly recognized as a crucial factor in personal and professional success.  However, its role in academic settings remains under-explored. This study seeks to fill this gap by examining how different dimensions of EI contribute to Students academic achievements. Utilizing a sample of 40 participants (20 boys and 20 girls) aged15-18, the research employs the emotional intelligence inventory (EII) to assess academics performance. A two-way ANOVA was conducted to analyze the data, investigating differences in academic performance across varying degrees of emotional intelligence. The result revealed a significant positive correlation between overall EI scores and academic performance (r = 2.70, p > 0.01). Specially, intrapersonal skills and stress management emerged as the strongest predictors of high academic achievement. Students with higher intrapersonal skills, which include self-awareness and self-regulation, tended to perform better academically, suggesting that the ability to manage one’s own emotions effectively plays a critical role in learning an academic success. Similarly, stress management skills, which involve coping strategies and emotional resilience, were found to be crucial in navigating academic pressure and maintaining high performance. These results with students reporting that EI skills such as time management, emotional regulation, and interpersonal communication significantly impacted their academic outcomes. Many students highlighted that managing stress and maintaining a positive attitude were essential for sustaining motivation and focus during challenging periods. Moreover, strong interpersonal skills facilitated better relationship with peers and instructors, contributing to a supportive learning environment. This research has significant implications for educators, policymakers and students. By recognizing the importance of emotional intelligence in academic settings, educational institutions can develop targeted programs to support students’ emotional development alongside their intellectual growth. Such initiatives could lead to improved academic performance, reduced stress levels and overall better well-being for students. Furthermore, these findings underscore the need for a holistic approach to education that values emotional and social skills as much as cognitive abilities.