The relationship between emotional intelligence and academic performance of young school-aged pupils

This article aims to reveal the role of emotional intelligence in achieving academic success. Although much research has explored the relationship between these two variables, few studies have focused on early school age. Through the empirical study presented in this article, we sought to answer the question: Does emotional intelligence influence the academic performance of primary school students? The analysis of the obtained results allowed us to answer this question affirmatively, as we found a direct proportional relationship between emotional intelligence and the academic performance of primary school students. Subjects who had a low level of expressing and appreciating their own and others' emotions also showed a low level of using emotions in solving school problems. The academic performance of students increased following a psychological intervention program aimed at developing and capitalizing on their emotional intelligence.