Explaining the Role of Emotional Intelligence in Predicting Academic Adjustment and Educational Achievement in Contemporary Learning Environments

Abstract

In recent decades, increasing attention has been devoted to the role of emotional factors in students’ academic success and holistic development. Emotional intelligence, defined as the capacity to perceive, understand, regulate, and utilize emotions, is recognized as a critical predictor of academic adjustment and educational achievement. This study aims to systematically analyze the role of emotional intelligence in predicting students’ academic adjustment and its implications for learning outcomes in contemporary educational contexts. The research explores major components of emotional intelligence, including emotional awareness, self-regulation, empathy, social skills, and motivation, and examines their relationships with key indicators of academic adjustment such as school belonging, positive learning attitudes, academic engagement, and stress management. The findings indicate that students with higher levels of emotional intelligence demonstrate stronger academic adjustment and superior educational performance. Moreover, emotional intelligence serves as a significant mediating factor in reducing academic anxiety, enhancing educational resilience, and fostering intrinsic motivation. The analysis further suggests that contemporary learning environments emphasizing social interaction, emotional support, and active participation provide optimal conditions for developing emotional intelligence and, consequently, academic adjustment. The study underscores the importance of integrating social–emotional learning into curricula and preparing teachers to implement emotionally responsive instructional practices. Practical recommendations are offered to enhance the quality and effectiveness of educational systems.