The Role of Emotional Intelligence in Academic Performance: An Empirical Study in Secondary Schools

Abstract

This article presents the findings of a study investigating the relationship between emotional intelligence and academic performance among high school students in the Chiriquí region, Panama. With a focus on the intersection between these two variables, focus groups were employed as a research technique to explore students' perceptions, experiences, and beliefs regarding how their emotional abilities influence their academic performance. Students from various high schools gather in the city of David, guided by an expert moderator, to discuss topics such as stress management, interpersonal relationships in the classroom, and self-motivation in the academic context. Through these discussions, the importance of emotional intelligence in everyday school life was revealed, highlighting its impact on concentration, peer relationships, and attitude towards learning. The study used empirical data collected from the focus groups to conduct a qualitative analysis of the experiences shared by the students. The results suggest that emotional intelligence plays a significant role in academic performance, acting as a key predictor in this specific context. Implications for the design of educational strategies that promote the holistic development of students, fostering both their emotional well-being and academic success, are discussed.