"Emotional Intelligence and Academic Performance among Higher Secondary Students: Insights and Implications for Quality Education"

Abstract - Contemporary education increasingly recognises
the importance of non-cognitive competencies that support
traditional academic measures. This study examines the
relationship between Emotional Intelligence (EI) and academic
performance among higher secondary students, with particular
attention to identifying the EI dimensions that influence
performance. Using a correlational design, EI was assessed
among 322 students from higher secondary schools in the
Tiruchirappalli district with the Emotional Intelligence
Inventory (EII-MM) by Mangal & Mangal, 3rd ed., 2025.
Pearson’s correlation analysis indicated a modest but
significant positive association between total EI and academic
performance (r = .145, p = .009). Interpersonal Awareness (r =
.124, p = .026) and Interpersonal Management (r = .144, p =
.010) were significantly related to academic performance,
whereas the intrapersonal dimensions showed no statistical
association. No significant differences were observed based on
gender or family type. These findings underscore the relevance
of interpersonal emotional competencies in academic contexts.
They also highlight the value of integrating social-emotional
learning (SEL) opportunities into the higher secondary
curriculum to enhance students’ holistic development,
academic outcomes, and overall quality of education.
Key Words: emotional intelligence, academic performance,
higher secondary education, social-emotional learning, quality
education, educational policy.