Emotional Intelligence and Self-Assurance Beliefs Were Assessed as Determinants of Academic Performance in Secondary School Students

Abstract

The current cross-sectional study sought to determine the impact of emotional intelligence and self-assurance views on academic performance in upper secondary school students. The sample comprised 409 (Female= 237, Male= 172) high school students chosen. The Emotional Intelligence Questionnaire, a self-assurance Beliefs Scale, and a demographic information form were used in this study. Age, gender, and self-assurance were found to be important determinants of academic performance. We discovered statistical proof of a correlation between academic success and socioeconomic position. On the other hand, females’ academic accomplishment scores were found to be considerably greater than boys.