Emotional Intelligence and Academic Performance among Higher Secondary Students: Insights and Implications for Quality Education
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Emotional Intelligence and Academic Performance among Higher Secondary Students: Insights and Implications for Quality Education
Sangeetha R1, Dr. R. Jeyanthi2
1Research Scholar, School of Education, Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai
2Associate Professor, School of Education, Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai.
Abstract - Contemporary education increasingly recognises the importance of non-cognitive competencies that support traditional academic measures. This study examines the relationship between Emotional Intelligence (EI) and academic performance among higher secondary students, with particular attention to identifying the EI dimensions that influence performance. Using a correlational design, EI was assessed among 322 students from higher secondary schools in the Tiruchirappalli district with the Emotional Intelligence Inventory (EII-MM) by Mangal & Mangal, 3rd ed., 2025. Pearson’s correlation analysis indicated a modest but significant positive association between total EI and academic performance (r = .145, p = .009). Interpersonal Awareness (r = .124, p = .026) and Interpersonal Management (r = .144, p = .010) were significantly related to academic performance, whereas the intrapersonal dimensions showed no statistical association. No significant differences were observed based on gender or family type. These findings underscore the relevance of interpersonal emotional competencies in academic contexts. They also highlight the value of integrating social-emotional learning (SEL) opportunities into the higher secondary curriculum to enhance students’ holistic development, academic outcomes, and overall quality of education.
Key Words: emotional intelligence, academic performance, higher secondary education, social-emotional learning, quality education, educational policy.