Connecting Emotional Intelligence and Academic Achievement in Adolescence: A Systematic Review

Abstract

Over the last decades, completion of compulsory education has become increasingly important due to labour market requirements of higher education personnel. There is a growing body of research suggesting associations between EI and scholastic success. The present paper focuses on the connection between emotional intelligence (EI) and academic performance in compulsory education, by examining the existent research. The rationale of the paper resides in the need of improving our understanding on the connection between EI's multiple dimensions and academic achievement of adolescents, especially in countries where the school drop rate of adolescents is reported as being a high one. The primary objective was to summarize our knowledge on the connection between EI and academic achievement in adolescence. The second objective was to highlight specific factors that were investigated in this relationship. Also, we aimed to identify gaps in the research and formulate questions that could drive future diligence in this field. The results could be harnessed as a ground in designing Emotional Intelligence development programs in relation to academic achievement of adolescents.

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

“…Several studies have shown that teachers require EI competency to support student learning, provide opportunities for social development, and promote academic achievement and success among students [83][84][85][86]. Similarly, EI competency can increase teachers' own work environment, psychosocial health, and well-being [87][88][89][90][91][92][93][94][95][96][97].…”

Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students

“…Designing and implementing EI development programmes for adolescent students might help educators to effectively identify students' emotional competencies, and needs and promote the growth of emotional skills in educational environment (Chis & Rusu, 2016) and enhance students' academic achievement (Adeyemo, 2007).…”

“…It was elucidated in the study as the level of emotional intelligence of the high school students is average their levels of academic achievement are also found to be average. Chis and Rusu (2016) examined existent research studies to understand the relation between emotional intelligence (EI) and academic achievement of adolescents aged between 12-20 years in public schools. Results of the reviewed studies revealed that i) most of the studies suggested a significant association between overall EI and academic achievement.…”

Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis

“…Emotional intelligence has the potential to foster a conducive and constructive culture within the broader educational setting, characterized by enhanced positivity, support, and productivity. Educational institutions that place a higher emphasis on emotional intelligence (EI) have been seen to encounter a reduction in behavioral issues, enhanced teacher-student rapport, and elevated academic achievement (Chis & Rusu, 2016). The implementation of inclusive strategies, such as integrating social-emotional learning (SEL) curricula, has the potential to cultivate emotional intelligence throughout the educational setting, yielding advantages for students, educators, and the broader school community.…”