The present study investigates the impact of emotional intelligence on the academic achievement of senior secondary school students in District Jammu, UT Jammu and Kashmir, India. Emotional intelligence, incorporating the capabilities to distinguish, understand, standardize, and utilize emotions effectively, has emerged as a significant non-cognitive predictor of student success. A sample of 100 students (50 male, 50 female) was randomly selected from five government senior secondary schools. Emotional intelligence was measured using a standardized scale, while academic achievement was assessed through students' previous year's examination scores. The conclusions revealed a significant positive correlation between emotional intelligence and academic achievement, suggesting that students with higher emotional intelligence tend to perform better academically. No substantial gender differences were perceived in either emotional intelligence stages or the strength of the relationship. The study recommends integrating emotional intelligence development programs into the school curriculum to improve students' academic outcomes.
Devi et al. (Tue,) studied this question.