Emotional Intelligence as a Predictor of Students’ Academic Performance

Emotional Intelligence (EI) has been identified as a core competency that predicts success in the workplace, academics, and personal-social relationships. This study explores the role of emotional intelligence as a predictor of academic performance among high school students. A total of two hundred respondents participated. A multiple linear regression model was used to examine four key variables: peer-to-peer bullying, self-esteem, teacher-to-student formal relationships, and family background. The findings revealed that all four variables significantly predicted academic performance, with p-values of 0.001, 0.003, 0.03, and 0.002, respectively. Notably, the teacher-to-student formal relationship emerged as the strongest predictor, with a one-unit increase corresponding to a 0.882 improvement in academic performance. Peer-topeer bullying, self-esteem, and family background also demonstrated positive relationships with academic performance.