Analysis of the relative impact of emotional intelligence on explaining adolescent academic performance / Análisis del impacto relativo de la inteligencia emocional en la explicación del rendimiento académico adolescente

Abstract

The purpose of this study is to explore the potential role of emotional intelligence as a significant predictor of academic performance in secondary school students, while concurrently factoring in other pertinent personal factors in the prediction model, such as general intelligence, academic self-efficacy and scholar motivation. A cross-sectional correlational study was carried out with a sample of 427 adolescents aged between 12 and 17 (M = 13.83; SD = 1.40). The analyses carried out revealed that academic self-efficacy was the foremost predictor of academic performance, followed by general intelligence, performance-inhibiting anxiety and the experiential area of emotional intelligence. This study’s findings conclude that emotional intelligence is a contributory skill in explaining adolescent academic performance.