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 2 (March-April 2026) Submit your research before last 3 days of April to publish your research paper in the issue of March-April.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 2
March-April 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

A Study of Emotional Intelligence in Academic Success in Higher Secondary Students

Author(s) Sabiha Bano, Dr. Salma Naseem
Country India
Abstract Academic success or achievement, long regarded as a product of cognitive intelligence, is increasingly recognized as being significantly influenced by Emotional Intelligence (EI). The present study examines the relationship between Emotional Intelligence and academic achievement among higher secondary students, with a focus on gender differences and variations in emotional intelligence levels. Using a sample of 220 students (110 boys and 110 girls), Emotional Intelligence and academic performance data were collected and statistically analyzed. Results revealed a moderate positive correlation between Emotional Intelligence and academic achievement, indicating that students with higher Emotional Intelligence tend to perform better academically. ANOVA results confirmed a significant difference in academic achievement among students with high, medium, and low Emotional Intelligence levels, emphasizing the influence of emotional competencies on academic outcomes. Furthermore, significant gender differences were observed in Emotional Intelligence, with girls scoring higher than boys; however, no statistically significant gender difference was found in academic achievement. The findings underscore the importance of integrating Emotional Intelligence development into educational practices to support students' academic and emotional growth. The study concludes by recommending educational interventions and policy initiatives aimed at enhancing Emotional Intelligence for holistic student development.
Keywords Emotional Intelligence, Academic Success, Higher Secondary Students, Emotional Regulation, Academic Achievement.
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-11
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 2Cover Page Vol 8 Isu 1Cover Page Vol 7 Isu 6

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
Powered by Sky Research Publication and Journals