THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN CONTEMPORARY EDUCATIONAL SETTINGS: A LONGITUDINAL STUDY

This longitudinal study investigates the relationship betweenemotional intelligence (EI) and academic achievement in modern educationalenvironments over a three-year period. The sample consisted of 380 secondaryschool students (mean age 15.4 years at baseline). EI was assessed using both abilitybased measures (e.g., Vocabulary of Emotions Test) and self-report instruments (e.g.,Emotional Skills and Competence Questionnaire). Academic achievement wasevaluated through grade point average (GPA), native language, and mathematicsgrades collected annually.

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