The Role of Emotional Intelligence and Social Adjustment in Explaining and Predicting of Academic Achievement of High School Students
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Abstract
This study aimed to determine the role of emotional intelligence and social adjustment in explaining and predicting of academic achievement changes of both male and female students in the first grade of high school in Maragheh city in the 2014- 15 academic years. The sample consisted of 336 participants (185 females and 151 males) who were selected by relative stratified sampling method. The measurement tools were California Personality Inventory and emotional intelligence questionnaire of Siberia Shrink. Mean score of the previous year was considered as a criterion of academic achievement. Collected data were analyzed using Pearson's correlation coefficient and standard multiple regression analyses. The results indicated that there was significant relationship between emotional intelligence and academic achievement (P< 0.05). But there was no significant relationship between social adjustment and academic achievement. The results of multiple regression analysis (standard method) showed that components of emotional intelligence and social adjustment cantribute in prediction of academic achievement scores. Among the components of emotional intelligence, (self- control, social awareness, social skills, self- awareness and self-motivation), only two components of self- awareness and self-motivation and among the components of social adjustment, (social framework, family) relationships, educational relationship, and anti-social interest relationships, only two components of educational relationship and anti-social interest relationships had sufficient capacity to predict changes in students' academic achievement.
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