The Relationship between Emotional Intelligence Levels and Academic Achievement

Abstract

This study examined the relationship of emotional intelligence to academic achievement in physics, chemistry, biology and mathematics. The study consisted of students at a vocational high school. The Bar-On emotional intelligence scale was used; it comprises five dimensions and fifteen subdimensions. It was found that emotional intelligence did not have a significant influence on academic performance in sciences and mathematics courses as a whole. However, the influence of emotional intelligence on academic achievement in science and mathematics courses became obvious when the sub-dimensions of emotional intelligence were analyzed. Accordingly, it was established that the sub-dimensions of self-actualization, social responsibility, stress-tolerance and impulsecontrol were predictors, although they varied by the type of science and mathematics course. © 2014 IOJES. All rights reserved