The associations between emotional intelligence and academic achievement: Mediator or moderator effect of learning adaptability

Abstract

Objective: The purpose of this study was to explore the characteristics of the relationship between emotional intelligence and academic achievement, as well as to examine whether learning adaptability was a moderator or mediator between them. Methods: 610 college students were investigated by questionnaires consisted of emotional intelligence scale and college students' learning adaptability scale. Results: (1) Emotional intelligence was significantly associated with academic achievement (r = 0.36, p <;0.01). (2) Learning adaptability played partly a mediator role between emotional intelligence and academic achievement, but the moderator effect was not significant. Conclusion: The individuals with high emotional intelligence are able to obtain high learning adaptability, and high academic achievement.