International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 1 (January-February 2026) Submit your research before last 3 days of February to publish your research paper in the issue of January-February.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 1
January-February 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

THE ROLE OF EMOTIONAL INTELLIGENCE IN STUDENT ACADEMIC SUCCESS

Author(s) Dr. Fabiam George, Mr. Geoffrey Himwiita, Ms. Helena Naitsuwe Amadhila, Mr. Jhugdamby Bhojeparsad
Country India
Abstract Emotional intelligence (EI) has emerged as a critical predictor of academic performance alongside traditional cognitive measures. This paper examines the relationship between emotional intelligence and student academic success through analysis of recent empirical research and theoretical frameworks. The study explores key EI models, including Goleman's five-component framework and Mayer-Salovey's four-branch ability model, and their application in educational contexts. Meta-analytic evidence from 158 studies encompassing 42,529 students demonstrates that EI significantly predicts academic outcomes, ranking as the third most important predictor after intelligence and conscientiousness. The research identifies three primary mechanisms through which EI enhances academic performance: improved emotional regulation and stress management enhanced social relationships with peers and teachers, and superior understanding of emotion-laden content in humanities subjects. Mediating factors including self-efficacy, motivation, and academic engagement are examined as pathways connecting EI to academic achievement. The findings have significant implications for educational policy and practice, suggesting that EI development should be integrated into curriculum design and teacher training programs to optimize student success.
Keywords Emotional Intelligence, Academic Performance, Student Success, Self-Efficacy, Emotional Regulation
Field Business Administration
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-31
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67308
Short DOI https://doi.org/hbm2kd
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6Cover Page Vol 7 Isu 5

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com