Relationship between students’ emotional intelligence, perceived school life and school performance.

There is a growing amount of literature investigating the relationship between emotional intelligence, school life and school performance. Even though there are numerous studies on the subject, there are a few studies performed for Greek speaking students and even less performed in the Republic of Cyprus. The present study aimed at investigating the interactions between emotional intelligence, factors related to the social classroom climate and academic achievement of Greek-Cypriot school-age children. Results showed that children reported relatively high classroom cohesion, cooperation and academic self-esteem, whereas they reported relatively low alienation from their classmates. School performance was found to relate positively with cooperation, cohesion and academic self-esteem and negatively with alienation. Emotional intelligence was found to relate positively with cooperation. Additionally, emotional intelligence was found to significantly predict classroom cooperation in a way that students with high levels of emotional intelligence were likely to report high levels of cooperation. Finally, a cohesive school climate predicted high levels of emotional intelligence. Data are discussed in relation to existing literature investigating the role of emotional intelligence in school life and school achievement.