THEORETICAL INSIGHTS ON EMOTIONAL INTELLIGENCE FOR STUDENTS' ACADEMIC DEVELOPMENT

Abstract

Theoretical insights into the development of emotional intelligence (EI) in relation to students' academic performance highlight the importance of understanding emotional skills as fundamental components of the learning process. From early research, it has been established that EI not only influences psychological well-being but also has a direct impact on cognitive abilities and the management of school situations. More broadly, this article aims to reflect from a theoretical perspective on the development of emotional intelligence in promoting academic development. As an essay, empirical evidence supports the idea that students with higher levels of emotional intelligence tend to perform better academically. Studies show that these students are more resilient in the face of difficulties, maintain a positive attitude toward learning, and are less prone to disruptive behaviors. Furthermore, their ability to regulate their emotions allows them to cope more effectively with stressful or challenging situations in the school setting, which translates into greater concentration and persistence in their academic tasks. Consequently, promoting emotional development becomes a key strategy for enhancing academic performance.