The Role of Emotional Intelligence in Predicting Academic Adjustment and Educational Success among Students
Keywords:
Emotional intelligence, academic adjustment, educational success, academic motivation, academic flourishingAbstract
This study aimed to explain the role of emotional intelligence in predicting students’ academic adjustment and educational success through a systematic qualitative review of existing research. This qualitative review study employed a theoretical analysis approach based on a systematic examination of the literature. Data were collected from 15 purposefully selected national and international scientific articles. The selection process continued until theoretical saturation was achieved. The extracted data were analyzed using thematic analysis through open, axial, and selective coding. NVivo software version 14 was used for data management and qualitative analysis. The findings indicated that emotional intelligence, through intrapersonal and interpersonal competencies, plays a critical role in strengthening academic adjustment, which in turn enhances key indicators of educational success, including academic achievement, self-efficacy, achievement motivation, academic satisfaction, and academic flourishing. Furthermore, emotional intelligence contributes to reducing academic stress and improving school-based social relationships, leading to higher academic engagement and persistence. Emotional intelligence is a fundamental predictor of academic adjustment and educational success. Integrating emotional skills training into school curricula can significantly enhance students’ sustainable academic performance and overall educational quality.
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