The relationship between emotional intelligence, student well-being, and academic performance

  • B. R. Aravind orcid

    Department of English, Kalasalingam Academy of Research and Education, Tamilnadu 626126, India
  • Vijayakumar Selvaraj

    Department of English, B.S.Abdur Rahman Crescent Institute of Science and Technology, Chennai 600048, India
  • N. Sheik Hameed

    Department of English, B.S.Abdur Rahman Crescent Institute of Science and Technology, Chennai 600048, India
Article ID: 1421
DOI: https://doi.org/10.59400/apr1421
Keywords: emotional intelligence, student well-being, academic performance, educational psychology, social-emotional learning

Abstract

Emotional intelligence (EI) has emerged as a pivotal construct in educational psychology, with demonstrated relevance to both student well-being and academic achievement. This study involved 276 students from diverse demographic backgrounds. Adopting a quantitative survey design, data were collected using the Emotional Intelligence Scale (EIS) alongside standardised measures of academic performance. Results indicated a robust positive association between higher levels of emotional intelligence and enhanced student well-being, as evidenced by lower perceived stress, greater self-esteem, and more constructive peer relationships. Students with elevated EI scores also demonstrated superior academic performance, particularly in tasks requiring collaboration and problem-solving. These findings underscore the role of emotional intelligence in fostering a supportive and effective learning environment. While the study did not implement an EI training intervention, the strength of the observed associations suggests that curricular integration of emotional intelligence development may yield meaningful benefits for students’ socio-emotional and academic outcomes. The results further highlight the necessity of longitudinal inquiry into the sustained impact of EI-focused programmes on educational attainment. Collectively, the findings advocate for the systematic incorporation of emotional intelligence within educational frameworks to promote resilient, well-rounded, and academically successful learners. Prioritising EI in pedagogical and policy discourse may thus enhance both the quality of education and the holistic development of students.

Published
2025-12-15
How to Cite
Aravind, B. R., Selvaraj, V., & Hameed, N. S. (2025). The relationship between emotional intelligence, student well-being, and academic performance. Applied Psychology Research, 4(2). https://doi.org/10.59400/apr1421
Issue
Vol. 4 No. 2 (2025)
Section
Article

Copyright (c) 2025 B. R. Aravind, Vijayakumar Selvaraj, N. Sheik Hameed

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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