Abstract
This article describes the extent to which emotional intelligence and study orientation predict the mathematics achievement of middle adolescents. Altogether 435 learners in Grades 9 and 11 from three high schools in the Mafikeng region completed the Bar-On EQ-i: YV™ and the Study Orientation Questionnaire in Mathematics (SOM) (M age = 15.49; SD = 1.32). Stepwise regression showed that a combination of El facets (i.e., General mood, Adaptability and Intrapersonal) and SOM dimensions (i.e., Problem-solving behaviour, Study habits, Information processing and Mathematics anxiety) were predictors of mathematics achievement. Findings suggest that administering a questionnaire on emotional intelligence and study orientation in mathematics may serve a useful purpose in classrooms. The results can be used to plan strategies aimed at dealing with possible gaps in learners' emotional and study orientation frameworks. More research is needed.
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