Analysis of the relative impact of emotional intelligence on explaining adolescent academic performance

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.