Emotional intelligence as a predictor for academic achievement of children: Evidence from primary schools of southern Ethiopia

Abstract

In education, understanding the determinants of learners' achievement is crucial. This study aimed to explore the correlation between emotional intelligence (EI) and academic achievement in primary schools. Using Goleman's Emotional Intelligence Assessment Scale adapted for local use, 444 primary school students were assessed via random sampling. Inferential statistical methods, especially multinomial logistic regression, were employed for data analysis. The research revealed that self-regulation, self-awareness, empathy, and motivation significantly influenced academic outcomes compared to high-achieving peerAdditionally, demographic factors played a pertinent role in students' performance. The study's implications highlight the necessity of interventions to nurture EI in students. Recommendations include revising educational policies to cultivate resilient learners, raising awareness among educators, parents, and implementing strategies to enhance children's EI, emphasizing self-regulation, self-awareness, empathy, and motivation. These findings underscore the importance of EI in academic achievement and provide valuable insights for educational practitioners and parents, emphasizing the need for targeted interventions to support children's holistic development.