THE EFFECTS OF EMOTIONAL INTELLIGENCE AND STRESS ON STUDENTS’ ACADEMIC ACHIEVEMENT

Biljana Rabasović, Ivana Marković, Katarina Borisavljević

DOI Number
https://doi.org/10.22190/TEME250526001R
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Abstract


The aim of the study is to investigate the effect of emotional intelligence and stress on students’ academic achievement. Data was collected through an online survey, and the hypotheses were tested using regression analysis. The sample consists of 254 students from various faculties and years of study in Serbia. A significant positive impact of emotional intelligence on students’ academic achievement was found through its components: empathy, motivation, and self-regulation. A statistically significant negative impact of emotional intelligence on stress levels was also identified: students with higher levels of self-regulation and motivation manage stress more effectively, while students with higher levels of empathy are exposed to higher levels of stress. Stress has a statistically significant negative effect on students’ academic performance and plays a mediating role between emotional intelligence and academic achievement. The theoretical contribution of the study lies in presenting findings on the differentiated impact of emotional intelligence components and stress on students’ academic achievement, an area scarcely addressed in domestic literature. The practical value of the research is reflected in its potential to inform higher education management, decision-makers, and curriculum developers, as evidence shows that incorporating emotional intelligence and stress management skills into academic programs can enhance students’ academic performance.


Keywords

emotional intelligence, academic achievement, stress, students, effects.

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References


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DOI: https://doi.org/10.22190/TEME250526001R

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