Emotional Intelligence and Its Contribution to Academic Performance in Students, Quality Education (SDG 4)

Objective: This study aims to establish the relationship between Emotional Intelligence (EI) and Academic Performance (AP) in primary school students. Theoretical Framework: The study is based on theories of Emotional Intelligence (Salovey & Mayer, 1990; Goleman, 1995), which define EI as the ability to recognize, manage, and apply emotions effectively. It also incorporates perspectives on Academic Performance (Touron, 2004) as a key indicator of educational success. Method: A quantitative, descriptive, and correlational research design was employed. The study examined a sample of 132 primary school students selected through non-probabilistic convenience sampling. Data collection was conducted using two questionnaires. Results and Discussion: The findings reveal a positive but statistically insignificant correlation between Emotional Intelligence (EI) and Academic Performance (AP) (r = 0.229, p = 0.130). Similarly, the EI subdimensions—emotional perception, understanding, and regulation—show positive trends but lack statistical significance. These results align with previous research debating EI’s impact on AP, suggesting that other mediating factors may influence this relationship and highlighting the need for further investigation. Research Implications: This research contributes to understanding the intersection of emotional and academic development. It highlights the importance of considering emotional skills in educational strategies to enhance student outcomes. Originality/Value: This study provides new insights into the relationship between EI and AP in the Peruvian primary education context, where limited research has explored this connection. By focusing on primary school students, it underscores the significance of emotional development at an early educational stage and its potential implications for long-term academic performance.