The Effect of Emotional Intelligence on Academic Performance with the Mediating Role of Academic Self-Regulation: Evidence from College Students
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| Title: | The Effect of Emotional Intelligence on Academic Performance with the Mediating Role of Academic Self-Regulation: Evidence from College Students |
|---|---|
| Language: | English |
| Authors: | Shima Bordbar, Sarvar Hasannejad Mogadammorki, Omolbanin Atashbahar, Jamshid Bahmaei, Marjan Vejdani, Ali Reza Yusefi |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Emotional Intelligence, Academic Achievement, Self Management, College Students, Foreign Countries |
| Geographic Terms: | Iran |
| DOI: | 10.1007/s44217-025-00952-2 |
| ISSN: | 2731-5525 |
| Abstract: | Introduction: Understanding factors influencing students' academic performance is crucial for improving educational planning and outcomes. This study examined the effect of emotional intelligence on academic performance, with academic self-regulation as a mediator, among students at Jiroft University of Medical Sciences, Iran, in 2024. Methods: A descriptive-analytical cross-sectional study was conducted among 290 students (from a population of 1136) across medicine, nursing, midwifery, public health, environmental health, laboratory sciences, operating room, and anesthesiology. Inclusion criteria were enrollment in the second semester of 2023-2024, willingness to participate, and no psychiatric medication use in the previous month. Exclusion criteria included unwillingness, physical illnesses affecting academic performance, and neurological disorders. Stratified random sampling was applied. Data were collected using standardized questionnaires on emotional intelligence, academic performance, and self-regulation. Structural Equation Modeling (SEM) with Partial Least Squares (PLS) was used, analyzed with SmartPLS3 and SPSS23. Results: Emotional intelligence significantly predicted academic performance perceptions (p < 0.001, [beta] = 0.67). It was positively associated with academic self-regulation (p = 0.001, [beta] = 0.61), which in turn enhanced academic performance perceptions (p = 0.001, [beta] = 0.55). Mediation analysis supported that academic self-regulation significantly mediated the relationship between emotional intelligence and academic performance (p < 0.001). Conclusion: Higher levels of emotional intelligence and academic self-regulation can enhance students' self-reported academic performance perceptions. It is recommended that university administrators facilitate workshops and training programs to improve students' emotional intelligence and self-regulation, thereby fostering their academic success and development. However, as this is a cross-sectional study using self-report tools, the results should be interpreted as associations rather than causal relationships. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498138 |
| Database: | ERIC |
| Abstract: | Introduction: Understanding factors influencing students' academic performance is crucial for improving educational planning and outcomes. This study examined the effect of emotional intelligence on academic performance, with academic self-regulation as a mediator, among students at Jiroft University of Medical Sciences, Iran, in 2024. Methods: A descriptive-analytical cross-sectional study was conducted among 290 students (from a population of 1136) across medicine, nursing, midwifery, public health, environmental health, laboratory sciences, operating room, and anesthesiology. Inclusion criteria were enrollment in the second semester of 2023-2024, willingness to participate, and no psychiatric medication use in the previous month. Exclusion criteria included unwillingness, physical illnesses affecting academic performance, and neurological disorders. Stratified random sampling was applied. Data were collected using standardized questionnaires on emotional intelligence, academic performance, and self-regulation. Structural Equation Modeling (SEM) with Partial Least Squares (PLS) was used, analyzed with SmartPLS3 and SPSS23. Results: Emotional intelligence significantly predicted academic performance perceptions (p < 0.001, [beta] = 0.67). It was positively associated with academic self-regulation (p = 0.001, [beta] = 0.61), which in turn enhanced academic performance perceptions (p = 0.001, [beta] = 0.55). Mediation analysis supported that academic self-regulation significantly mediated the relationship between emotional intelligence and academic performance (p < 0.001). Conclusion: Higher levels of emotional intelligence and academic self-regulation can enhance students' self-reported academic performance perceptions. It is recommended that university administrators facilitate workshops and training programs to improve students' emotional intelligence and self-regulation, thereby fostering their academic success and development. However, as this is a cross-sectional study using self-report tools, the results should be interpreted as associations rather than causal relationships. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00952-2 |
